^^^MmmmMi0^i^s'm^. 


'.'■•^/'■.  ■■-'■'i\ 


^     .        GIFT  or 


COURSE  OF  STUDY 

AND 

RULES  AND  REGULATIONS 

OF  TUK 

1  LEWISTON  CITY  SCHOOLS 

INDEPENDENT  SCHOOL  DISTRICT  NO.  1 
NEZ  PERCE  COUNTY.  IDAHO 


OFFICIALLY  ADOPTED  SEPTEMBER,  1914 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/courseofstudyrulOOIewirich 


i 


MAY   DAY   EXERCISES. 
Lewiston    City   Schools,    May,    1914. 


Organized    play — a   vital    phase    of    school    life. 


Folk  games — old  but  ever  iu>\v 


PROMOTING     HEALTHY     CHILDHOOD — THE     CHIEF 
CONCERN    OF    EVERY    COMMUNITY. 


Many  a  beautiful  lesson  is  taught  in  the  play. 


A  delightful  old,  old  game. 


Course  of  Study 

and 

Rules  and  Regulations 

of  the 

Lewiston  City  Schools      k- 


Independent  School  District  No.  1 
Nez  Perce  County,  Idaho 


Issued  by  the  Board  of  Education: 
R.  M.  Coburn       ^  P.  R.  Bevis 

E.  W.  Wing  R.  L.  Spilcer 

J.  D.  Jacobs  F.  W.  Simmonds  J 

Officers  of  the  Board:  <-' 

R.  M.  Coburn,  President  E.  W.  Wing,  Clerk 

F.  W.  Simmonds,  Superintendent  #>« 


f 


Officially  Adopted   September,  1914 


TABLE  OF  CONTENTS. 

Foreword | 

^Qualities    desired    in    teachers    5 

Failure,    retardation,    etc 8 

Elementary    school,    introduction    12 

Superintendent's    notes     14 

Reading    and    literature     19 

Supplementary    reading     22 

Reading,     outline     23 

Language   and    composition    26 

Arithmetic    35 

History ^ 40 

Penmanship 43 

Geography  and  nature  study    47 

Spelling — word    study    54 

Elementary   art   work    57 

Physiology,    hygiene    sanitation     65 

Elementary    manual    arts    68 

Physical  training  and  play 72 

Ethics — morals  and  manners 77 

Music 80 

Secondary  School,  introduction    88 

Program   of   studies,   high   school    92 

English 95 

Vocational    guidance     105 

Foreign   languages    109 

Science    •  •  118 

Commercial    work     123 

Social    sciences     128 

Mathematics    132 

Home    economics     135 

Domestic    arts     : 137 

Industrial    arts     141 

Music,   high  school    ! 148 

Physical    education     148 

Graphs   of   enrollment,    etc 150 

Organization,  rules  and  regulations    155 

General    regulations     158 

Board    of    education     160 

Teachers,    employment   and   qualifications    162 

Superintendent 164 

Supervisors    166 

Principals    168 

Teachers 170 

Pupils 174 

Janitors     176 

Fire    drills     178 

Proinotions,   elementary  school    179 

Home  credits,  elementary  school 181 

Home  study 182 

High  school,  classification,  rules  and  regulation 18  2 

High    school    credits — graduation    184 

Continuation  and  supplementary  work .  186 

System  of  marking  results 188 

General    notes     s 190 

Text-books 194 


o 


FOREWORD. 

The  purpose  of  the  Course  of  Study  is  to  give 
teachers  and  parents  a  general  vision  of  the  ends  to  be 
attained ;  to  so  organize  and  simpUfy  the  work  that  the 
teachers  may  know  definitely  from  time  to  time  what 
is  expected. 

Never  in  the  history  of  education  has  so  much 
been  expected  of  the  teacher  as  today.  And  the  teacher 
who  is  successful  in  ministering  to  the  many  educa- 
tional demands  made  upon  him,  must  be  a  worthy  lead- 
er in  the  highest  and  best  sense  of  the  word. 

The  traditional  curriculum  was  never  designed  to 
meet  the  demands  of  our  present  day  complex,  indus- 
trial civilization.  The  old  school  confined  itself  largely 
to  mere  knowledge  getting,  and  most  teaching  was  re- 
duced to  the  deadening  routine  basis  of  merely  deter- 
mining whether  the  pupil  got  exactly  the  amount  of 
knowledge  prescribed. 

This  plan  was  not  so  bad  when  the  home  and  the 
farm  conditions  furnished  the  boys  and  girls  appren- 
ticeship in  industrial  work.  But  this  training  for  work 
and  vocational  guidance  has  largely  passed  from  the 
realm  of  the  home  to  the  school.  Today  the  American 
school  system  is  under  fire,  in  fact  it  is  always  under 
fire.  Public  opinion  is  critical  of  a  system  which 
makes  easy  the  advancement  of  a  few  to  positions  of 
commanding  influence  but  which  provides  no  voca- 


293029 


tional  training  for  the  many  who  cannot  afford  to  re- 
main in  school  beyond  the  common  school  period. 

The  traditional  "cultural"  course  of  study  has  suf- 
fered many  alterations  during  the  past  decade,  even 
at  the  hands  of  the  most  conservative  institutions  of 
learning  where  the  "sacred"  classical  subjects  have 
been  forced  to  yield  their  dominating  position  to  sub- 
jects more  closely  related  to  the  problem  of  every  day 
life.  The  term  "culture"  looms  as  a  specter,  frowning 
whenever  any  attempt  is  made  to  develop  a  school 
curriculum  that  will  cultivate  the  mind  and  at  the  same 
time  train  motor  activities  of  the  child,  so  as  to  produce 
as  efficient  type  of  character  befitting  modern  condi-' 
tions. 

"In  place  of  the  former  demand,"  says  Roark, 
"that  the  teacher  should  know  only  the  three  R's,  there 
has  grown  up  the  more  rational  one,  that  he  should 
know  the  three  M's — matter,  method,  mind." 

Books  and  bookishness  alone  never  represents  ed- 
ucation. Nor  do  they  necessarily  result  in  culture — 
initiative  and  ability  to  adapt  himself  to  the  environ- 
ment and  problems  of  practical  life  are  of  far  greater 
monient  in  the  educational  creed  of  today. 

The  progressive  educational  movement  seeks  to 
extricafe  the  curriculum  from  the  educational  ruts. 
Because  of  the  brief  time  spent  in  the  elementary 
school  by  the  average  child,  it  is  of  the  utmost  import- 
ance from  an  economic  standpoint  that  the  gap  exist- 
ing between  the  school  work  and  the  vocational  activi- 
ties be  bridged.  The  entire  mass  must  be  leavened, 
giving  every  child  an  opportunity  to  secure  an  ade- 
quate and  practical  education,  leading  to  industrial 
and  commercial  life  as  well  as  to  the  professions. 


But  after  all,  the  best  results  will  primarily  never 
be  determined  by  the  course  of  study,  text-books,  or 
supervision ;  but  by  the  personality  of  the  teacher,  that 
awakens  the  feelings,  stimulates  the  ambition,  inspires 
the  sense  of  something  to  be  achieved  and  gives  pur- 
pose to  life. 


QUALITIES  OF  LIFE,  CHARACTER  AND 
SPIRIT 

That  the  Board  of  Education  Earnestly  Desire 

Should  Characterize  the  Lewiston 

City  Teachers. 

High  Ideals  of  life  and  character. 

Loyalty  to  the  school,  to  fellow  teachers,  to  those 
in  authority,  to  the  community.  Loyalty  is  not  a  thing 
apart,  it  is  a  vital  quality  of  mind  and  heart. 

A  proper,  reverence  for  God  and  his  allwise  laws 
of  nature.  No  irreverent  teacher  can  ever  be  a  good 
teacher  for  anyone's  child. 

Faith,  the  great  force  that  leads  up  on  step  by 
step  in  the  evolution  of  the  greater  manhood  and 
womanhood.  Faith  is  one  of  the  prime  attributes  of 
every  heroic  soul.  No  great  work  was  ever  wrought 
without  a  great  and  growing  faith,  faith  that  some- 
times walks  out  on  seeming  void  to  find  the  solid 
rock.     Faith  in  God — faith  in  their  fellow  workers — 


faith  in  their  cause,  and  faith  in  themselves,  furnishes 
the  key  that  in  a  large  measure  reveals  the  secret  of 
a  Columbus,  a  Martin  Luther,  a  Joan  of  Arc,  a 
Cromwell  or  an  Abraham  Lincoln.  The  teacher  who 
loses  faith  in  the  dynamic  power  of  the  regenerating 
force  of  nature  falls  heir  to  the  terrific  rebuke  given 
by  the  Great  Teacher  when  he  said,  ''Oh,  ye  of  little 
faith." 

Optimism  in  all  things.  Learning  comes  only  by 
hope,  and  hope  by  a  cheerful  spirit  that  will  not  be 
daunted  by  discouragement. 

Public  spirit  which  shows  a  willingness  to  take 
part  in  community  interests — to  pull  on  the  "tugs" 
instead  of  on  the  hold-back  straps.  A  right  public 
spirit  is  the  most  important  element  to  be  cultivated 
in  school  life.  The  Germans  call  it  the  "Zeitgeist"  or 
"spirit  of  the  time."  It  is  felt  rather  than  seen  but 
manifests  it's  power  in  a  multitude  of  ways,  encour- 
aging, stimulating,  strengthening  everyone  to  catch 
the  vision  of  better  things,  and  cooperating  in  attain- 
ing them. 

A  realisation  that  teaching  is  a  social  vocation,  a 
community  service,  and  not  a  selfish  pastime. 

Ambition  to  grow  and  keep  abreast  of  the  times. 
Occasionally  one  meets  a  person  who  thinks  it  a  sign 
of  superiority  to  take  no  interest  in  anything  new.  It 
is  really  a  sign  of  decay.  Such  persons'  intellectual 
arteries  are  hardened  and  they  have  already  arrived 
at  old  age. 

A  Learner — Teachers  must  forever  be  learners, 
for  school  is  no  place  for  teachers  who  know  every- 

6 


thing  and  have  nothing  to  learn — they  must  be  ener- 
getic and  growing.  They  must  make  use  of  exper- 
ience, teachers'  meetings  and  professional  literature. 
The  only  way  a  teacher  may  remain  bigger  than  the 
work  at  hand  is  to  GROW  as  the  work  advances. 
Catch  the  spirit  of  the  great  Rugby  teacher,  Arnold, 
when  he  sai-d  in  reply  to  a  friends  remonstrance, 
"Why  do  you  spend  so  much  time  preparing  to  teach 
subjects  that  you  have  taught  for  thirty  years?"  "I 
wish  my  boys  to  drink  from  a  running  stream,  and 
not  from  a  stagnant  pool." 

Adaptahility  to  the  growing  needs  and  aims  of  the 
school.  The  school  of  today,  while  having  a  whole- 
some regard  for  the  traditions  and  textbooks,  must 
frequently  rise  above  them  and  go  ahead  of  them. 
'The  old  order  changeth,  giving  place  to  the  new." 
New  conditions  are  demanding  frequent  readjust- 
ments and  the  teacher  must  respond  to  the  plans,  pur- 
poses and  spirit  of  the  new  order  and  cooperate  in  the 
new  movements  that  are  being  undertaken  for  the 
school. 

Good  health  and  energy,  which  should  be  applied 
primarily  to  the  work  of  the  school  and  not  to  out- 
side interests  that  sap  vitality. 

Personal  neatness  and  due  observance  of  the  so- 
cial properties — both  in  and  out  of  school. 

Frankness,  sincerity  and  good  nature  in  discus- 
sing differences  with  fellow  teachers  or  those  in  au- 
thority. 

Teaching  power,  ability  to  lead  pupils  to  work  in 
the  right  spirit — to  inspire  them  to  apply  themselves 


diligently  to  the  work  at  hand  in  a  systematic  manner 
— example  counts  here. 

A  good  judge  of  human  nature — to  be  able  to  in- 
terpret child  life  in  general  and  individual  cases  in 
particular,  both  for  disciplinary  and  educational  ends. 
Human  beings  are  not  all  alike — different  means  and 
measures  are  needed  in  handling  different  cases  and 
yet  without  partiality. 

Ability  to  make  fits  where  there  are  misfits.  The 
teacher  will  frequently  find  that  it  is  necessary  to 
sacrifice  both  precedent  and  tradition  for  the  benefit 
of  the  pupil.  The  school  is  a  living,  growing,  organ- 
ism, not  a  machine. 

Leadership.  There  never  was  a  time  in  history 
when  the  teacher's  position  was  so  important  and  when 
he  was  expected  to  be  so  much  of  a  leader  as  today. 
Let  the  teacher  measure  up  to  these  responsibilities 
and  be  a  real  leader — an  active  leader  in  a  g'ood  sense 
in  all  the  problems  pertaining  to  the  community  wel- 
fare. With  nothing  but  passive  goodness  and  quali- 
ties a  teacher  may  as  well  be  a  hitching  post. 

A  vision  which  reaches  beyond  the  present,  the 
immediate  and  the  selfish,  to  the  future,  the  ultimate 
and  the  eternal — for  the  greatest  of  all  teachers  has 
left  this  principle  on  which  his  pedagogy  was  based: 
"I  came  that  ye  might  have  life  and  that  ye  might 
have  it  more  abundantly." 


FAILURE,  RETARDATION,  ELIMINATION 

School  teachers,  more  than  any  other  class  of  peo- 
ple,  come  into   intimate  contact  with  significant  so- 

8 


cial  facts.  And  one  of  these  is  "that  the  child  who  is 
not  promoted  does  not  advance."  The  problem  of  reg- 
ular advancement — promotin — bears  a  very  close  re- 
lation to  the  problem  of  retardation  and  elimination. 
The  child  who  drops  behind  a  class,  becomes  a  re- 
tarded pupil  and  receives  the  stigma  of  failure,  which 
with  the  attendant  loss  of  pride  is  apt  to  develop  in  him 
the  failure  habit,  and  finally  result  in  his  elimination 
from  the  ranks  of  school  workers.  The  failure  habit 
once  developed  will  likely  follow  him  through  life. 

Retardation  and  failure  must  be  reduced  to  the 
minimum  in  any  efficient  public  school  system.  And 
to  this  end,  let  it  be  borne  in  mind  that  the  homes  must 
send  better  prepared  boys  and  girls  to  meet  their 
teachers.  Their  physical  being  must  be  cared  for — 
their  teeth  brushed,  their  tonsils  treated,  their  adenoids 
removed — there  must  be  fewer  pickles,  less  sweets  and 
candy,  and  more  good,  wholesome  food  like  mother 
used  to  make.  The  growing  boy  or  girl  needs  an 
abundance  of  sleep  at  regular  hours  and  fewer  excit- 
ing, distressing  entertainments.  Better  care  of  the 
child's  health  will  aid  much  in  reducing  failures. 

Moreover,  in  order  that  we  may  have  fewer  fail- 
ures, let  it  be  borne  in  mind  that  the  child  must  exer- 
cise more  energy,  be  stirred  with  a  greater  ambition 
to  do  more  work.  The  teacher  can  do  much  and  par- 
ents can  do  more,  but  the  child  who  escapes  failures 
must  himself  press  the  button  of  his  own  energy  in 
order  that  he  may  ring  the  bell,  success. 

And  yet  in  order  that  we  may  have  fewer  failures, 
let  it  be  remembered  that  it  will  be  necessary  for  us  as 
teachers  to  be  ever  alert  in  discovering  and  interpret- 
ing what  nature  has  done  for  the  child — some  children 


are  endowed  with  ten  talents,  some  with  five  and  some 
with  only  one.  If  nature  has  failed,  we  as  teachers 
should  be  able  to  recognize  the  deficiency — if  some 
of  the  windows  of  the  child's  soul  have  been  left  closed 
by  Mother  Nature,  the  skilful  teacher,  the  wise  teach- 
er will  seek  by  every  means  to  let  the  light  through 
the  sources  left  remaining. 

Constantly  the  skilful  teacher  is  weighing  her 
pupils  "in  the  balance."  Particularly  is  this  work  ac- 
centuated at  the  close  of  the  term,  when  no  doubt  there 
will  be  a  few  failures — happy  day  if  there  be  none — 
If  the  child  fails  it  is  a  matter  of  serious  concern.  If 
he  fails  it  is  a  fault — it  is  his  fault,  the  teacher's  fault, 
his  parents'  fault,  the  superintendent's  fault,  som.e- 
body's  fault,  nobody's  fault,  or  the  fault  of  the  course 
of  study.  The  responsibility  must  be  located  some- 
where, somebody  must  assume  and  admit  it.  It  is  the 
teacher's  duty  to  clear  herself,  to  prove  an  alibi,  or 
clearly  fix  the  responsibility  on  the  giiilty  party. 

Finally  in  order  that  there  may  be  fewer  failures, 
it  will  be  necessary  for  teachers  to  do  more  definite, 
clear-cut,  practical  teaching — there  must  be  less  mass 
teaching,  more  individual  instruction. 

Again  let  it  be  said,  a  child's  failure  is  a  matter 
of  serious  concern.  There  should  be  no  patience  with 
the  attitude  of  the  teacher  who  boasts  of  the  excel- 
lence of  her  school,  due  to  arbitrary  failure  and 
elimination  of  the  slow  ones.  The  public  schools  were 
never  designed  for,  nor  delicated  to,  the  favored  or  the 
few,  but  for  all  the  children. 

The  efficient  teacher  will  be  constantly  on  the 
alert  for  tendencies  and  traits  that  may  lead  to  fail- 
ures— and  just  as  soon  as  a  failing  condition  is  known, 

10 


correct  it  at  once  if  at  all  possible.  If  failure  seems 
imminent,  notify  the  parents  at  once  on  report  blanks 
furnished  for  that  purpose,  so  that  the  parents  may 
cooperate  in  the  attempt  to  turn  failure  into  success. 

In  all  these  matters  study  the  problem  carefully, 
study  the  child  and  the  child's  problem  carefully,  and 
be  sure  that  you  think  in  big  enough  units,  and  know 
a  big  value  from  a  little  one. 

One  of  the  most  prominent  and  successful  school 
men  in  America  said  in  a  recent  address  in  this  con- 
nection :  "Teachers  should  be  chosen  for  their  energy, 
enthusiasm,  leadership  and  sympathy/'  and  he  went 
on  to  say,  ''those  teachers  who  allow  the  most  pupils  to 
fail  or  cause  the  most  to  drop  out  of  school,  are  those 
teachers  who  have  little  skill  in  the  art  of  teaching  or 
those  of  the  selfrighteous,  unsympathetic  type,  who 
remain  on  their  pedestals  and  offer  no  encouragement 
to  the  stumblers. 


The  Elementary  School 

Introduction. 

The  elementary  school  consists  of  the  first  six 
years'  work — the  first  three  years  being  known  as  the 
primary  grades,  and  the  following  three  years  as  the 
intermediate  grades. 

In  the  lower  grades  there  is  little  distinction  be- 
tween the  various  subjects  taught,  the  child's  interest 
and  self  activities  being  the  central  point  about  which 
all  subject  matter  ranges.  As  the  work  progresses 
from  grade  to  grade,  the  lines  of  distinction  between 
subjects  becomes  more  pronounced.  -  The  teachers 
should  strive  at  all  times  to  correlate  the  work  as  much 
as  possible  and  in  each  grade  she  should  endeavor  to 
make  every  school  exercise  contribute  its  part  to  right 
character  forming  and  good  conduct  training.  What 
a  child  becomes  is  of  more  importance  than  what  he 
knows. 

Any  educational  plan  or  system  fails  if  the  teach* 
€r,  when  face  to  face  with  his  pupils  neglects  to  awaken 
a  keen,  wholesome  interest  in  the  work  at  hand,  and  to 
inspire  them  with  love  for  the  beautiful,  the  good  and 
the  true. 

In  all  teaching  processes,  teach  the  child — not  the 
book.  The  book  is  merely  an  elaboration  of  the  course 
of  study,  a  mere  means  to  an  end. 

12 


Let  it  be  remembered  that  here  are  three  elements 
in  the  learning  process,  taken  as  a  whole — acquisition, 
assimilation  and  expression.  Too  often  the  teaching- 
process  stops  with  the  first  two — what  we  acquire  and 
assimilate  is  mere  information  and  becomes  worthless 
unless  it  finds  expression  in  acts  or  a  series  of  acts 
which  determine  conduct  and  form  character.  The 
primary  school  is  the  objective  stage  of  the  child's  life. 
Through  his  senses  he  is  getting  a  great  store  of  per- 
cepts. Nothing  except  his  racial  instincts  appeals  to 
him  very  strongly,  unless  it  is  related  to  the  objective 
world  about  him. 

Objective  teaching  is  most  fruitful  during  this 
period.  Expect  very  little  in  the  way  of  connected 
expression. 

The  intermediate  school  constitutes  the  judgment 
stage  of  the  child's  life.  He  is  still  intensely  interested 
in  the  objective  world,  but  the  abstract  begins  to  at- 
tract his  attention  and  he  sets  about  classifying  and 
arranging  the  knowledge  that  he  has  been  getting  re- 
cently and  during  previous  years.  This  is  the  time  to 
develop  difinitions  derived  directly  from  objects 
themselves,  topical  outlines,  arithmetical  analysis,  etc. 
The  first  six  years  constitute  the  universal  undiflfer- 
entiated  elementary  school,  in  which  the  fundamental 
traits,  habits,  facts  and  attitudes  are  fixed  as  working 
tools;  and  the  child's  instincts  and  impulses  are  de- 
veloped and  organized  as  working  interests. 

The  course  does  not  prescribe  what  is  to  be  done 
from  day  to  day,  but  aims  to  distinguish  between  what 
is  essential  and  what  is  incidental;  to  place  a  proper 
emphasis  on  each. 

13 


The  successful  working  out  of  this  course  will 
depend  largely  upon  the  grade  supervisor  and  princi- 
pals, together  with  the  closest  cooperation  of  the 
teachers  and  special  supervisors. 


A  PAGE  FROM  THE  SUPERINTENDENT'S  NOTE  BOOK 

A  few  observations  culled  from  the  note-book  of 
daily  visits.  Conditions  found  and  comments  made. 
Many  of  these  comments  apply  not  only  to  one  but  to 
several  teachers. 

A  teacher  who  has  never  fretted  or  complained 
during  the  school  year,  but  seems  to  radiate  good 
cheer  and  inspiration  to  everybody,  every  day,  every- 
where. 

A  teacher  rather  young  in  experience,  who  has 
developed  remarkable  power  in  leadership  of  chil- 
dren— who  realizes  that  there  is  no  class  of  pupils 
that  does  not  like  being  orderly  and  studious  when 
rightly  managed.  No  rational  teacher  ever  blames 
her  class  for  idleness  or  disorder.  Introspection  in  this 
case  reveals  the  cause. 

A  teacher  whose  pupils  seem  to  regard  each  new 
lesson  assignment  in  the  light  of  a  joy  conferred  and 
an  opportunity  received. 

A  teacher  who  regards  helpful  criticism  as  a  fa- 
vor and  welcomes  suggestions  with  no  lurking  notion 
of  killing  the  spirit  in  obeying  the  letter. 

A  teacher  whose  very  life  seems  to  permeate  her 
work — who  teaches  the  lessons  she  finds  to  teach  with 
voice,  hand  and  heart — no  mere  lip  service  there. 

14 


A  primary  room  where  unusual  difficulties  were 
presented — transformed  into  a  veritable  school  gar- 
den, where  today  are  growing  and  developing  in  a 
remarkable  manner  over  forty  little  human  plants, 
imbibing  and  developing  virtues  of  friendliness,  clean- 
liness, courtesy  and  good  conduct — a  most  whole- 
some environment  for  character  training. 

A  teacher  who  refuses  to  permit  her  mind  to  be 
a  poisoned  receptacle  for  unfit  gossip  concerning  her 
fellow  workers  or  others — no  doubt  realizing  that  the 
penalty  is,  that  we  become  like  that  on  which  our 
thoughts  feed. 

A  teacher  who  continually  acts  upon  the  precept 
that  the  best  preparation  for  good  work  tomorrow^ 
is  to  do  work  today. 

In  a  certain  domestic  science  class  I  have  wit- 
nessed a  number  of  girls  change  their  attitude  from 
that  of  disdain  for  homely  duties  to  that  of  realizing 
the  real  joy  and  dignity  connected  with  any  worthy 
work  well  done.  These  girls  are  sensing  the  great 
truth  that  there  is  quite  as  much  art  and  skill  in  pol- 
ishing glass  and  queensware  as  in  painting  a  picture. 

I  have  witnessed  a  teacher  grappling  with  a  dif- 
ficult situation  for  several  weeks  with  scarcely  a  mur- 
mur of  complaint,  and  by  the  persistent  exercise  of 
that  most  uncommon  sense,  called  common  sense,  con- 
trol and  dominate  the  situation  successfully. 

A  teacher  who  has  such  a  wholesome  respect  not 
only  for  the  dignity  of  her  calling,  but  for  an  untaint- 
ed English  tongue  that  her  conversation  is  a  "well  of 
English,  pure  and  undefiled,"  free  from  slang,  that 
unmistakable  mark  of  the  mediocre  mind. 

15 


A  teacher  who  gives  such  careful  heed  and  at- 
tention to  plans  and  directions  that  her  work  is  al- 
ways in  harmony  with  the  general  school  plan. 

A  most  successful  teacher  who  realizes :  that  talk- 
ing is  not  teaching,  that  the  gabbler  eventually  loses 
everything  that  is  worth  while,  that  "words  are  things, 
and  their  fairly  wings  speed  over  the  track,  to  bring 
you  back,  whatever  went  out  of  your  mind." 

A  teacher  who  seems  to  count  it  a  joy  to  think 
and  speak  good  things  about  the  Lewiston  schools,  the 
Lewiston  teachers,  the  Lewiston  people;  whose  loy- 
alty includes  the  entire  system,  who  rejoices  when 
her  fellow  workers  succeed;  who  is  able  to  sense  the 
great  precept,  "Do  your  work,  and  rejoice  with  those 
who  do  better."  Here  is  a  teacher  who  realizes  that  no 
discontented,  querulous  teacher  can  be  successful,  and 
realizes  that  "What  injures  any  of  us,  injures  all  the 
same."  A  school  is  an  entity,  a  personality,  a  coherent 
force  and  no  part  can  suffer  without  injuring  it  all. 

A  primary  teacher  who  reaches  100  per  cent  effi- 
ciency in  her  language  work  drills,  so  sensibly,  so 
cleverly,  so  efficiently  is  this  work  done. 

A  teacher  whose  arithmetic  classes  are  a  marvel 
of  skilful  mental  gymnastics,  full  of  life  and  move- 
ment. Very  little  talk  on  the  part  of  the  teacher; 
written  work  reduced  to  a  reasonable  minimum,  but 
this  rendered  with  most  careful  exactness  and  neat- 
ness; oral  w^ork  extensive,  varied,  rapid;  absolute 
precision  required.  No  books  are  in  the  hands  of  the 
pupils — teacher  states  problem — calls  pupil — pupil 
states  problem — gives  solution.  Problems  without  fig-  , 
ures  abound.  Power  and  mental  discipline  flourish  in 
this  class. 

16 


A  teacher  who  from  the  first  month  has  required 
her  pupils  to  prepare  and  keep  a  list  of  misspelled 
words  in  a  booklet  made  by  the  pupils  themselves,  and 
who  has  a  definite  time  each  month  for  drill  on  these 
words  until  they  are  actually  mastered. 

A  teacher  who  during  the  past  few  months  has 
redeemed  a  class  of  boys  and  girls  from  a  chaos  of 
disorder  and  lawlessness  and  given  them  back  their 
rightful  heritage,  the  true  liberty  granted  only  by  or- 
der and  system. 

A  teacher  whose  reading  classes  have  cultivated 
the  ability  to  really  grasp  ideas  from  the  printed  page 
and  express  them  in  a  natural  and  realistic  way.  It  is 
a  pleasure  and  a  joy  to  visit  this  class. 

A  class  in  geography  where  the  human  element 
is  always  the  great  theme;  people,  manners,  customs, 
laws,  etc.,  constitute  the  central  thought.  All  else  is 
treated  as  explanatory  environment. 

A  teacher  who  makes  sanitation  the  real  issue  in 
teaching  physiology — intelligent  care  of  the  body, 
opening  the  pupil's  mind  to  the  sanctity  and  grand- 
eur of  the  wonderful  temple  in  which  their  minds 
dwell.  No  dissection  or  use  of  gaudy  charts  that  kill 
the  very  truth  that  she  would  teach — of  holy  regard 
for  the  beauty  and  sacredness  of  the  human  body. 

A  language  lesson  in  the  upper  grammar  grades 
where  the  teacher  realizes  that  technical  grammar 
alone  never  enables  a  pupil  to  marshal  the  thoughts 
that  he  wishes  to  express.  This  class  spends  consid- 
erable time  getting  definite  data  and  impressions  con- 
cerning the  topic  under  discussion  and  spends  much 
time  in  oral  expression  until  the  teacher  feels  that 
they  are  prepared  for  writing  a  creditable  theme.  She 

17 


realizes  that  what  boys  are  prepared  tor  writing  a 
creditable  theme.  She  realizes  that  what  boys  and 
girls  need  and  must  have  are  definite  exercises  that 
call  for  the  apt,  the  fitting  word.  What  the  child  needs 
is  not  a  mob  of  words  in  his  mind  but  an  army,  well 
drilled  and  ready  to  respond. 

A  teacher  who  realizes  that  school  hours  are  per- 
iods sacred  for  teaching  and  study  periods  and  that 
these  study  and  recitation  periods  must  be  quiet.  The 
place  is  surcharged  with  the  spirit  of  attention  and 
study.  A  study  period  with  a  talkative  teacher  is  a 
sample  of  pedagogical  folly.  Only  in  most  unusual 
cases  will  teachers  allow  either  herself  or  her  pupils 
to  be  called  from  their  work,  realizing  that  the  trend 
of  thought  once  broken,  the  pattern  will  be  spoiled. 
School  hours  are  for  teaching  and  not  for  routine 
business.    These  are  matters  for  other  hours. 

Two  suburban  schools  whose  prestige  and  local 
pride  have  experienced  a  healthy  growth  owing  to  the 
good  sense  and  skill  of  the  teachers,  acting  upon  the 
principle  that  when  you  are  working  for  a  com- 
munity, work  for  it  all  the  time,  with  your  whole 
being — plan  for  it — think  for  it — make  its  welfare 
your  welfare.  If  there  be  any  teacher  who  can  not  do 
this,  there  is  only  one  honorable  thing  to  do,  and  that 
is  to  quit.  If  a  teacher  must  condemn  or  belittle — quit, 
and  get  away  from  the  institution  that  supports  you 
and  then  you  can  condemn  to  your  heart's  content — 
the  thing  that  you  cannot  do  with  propriety  when  you 
are  part  of  the  institution. 

A  corp  of  high  school  teachers  whose  loyalty 
and  unity  of  purpose  have  reduced  friction  to  a  mere 
trace,  and  petty  bickerings  to  zero,  hence  the  excep- 

-  .      18 


tional  good  work  that  is  going  on — whereat  we  re- 
joice. 

Teachers  of  physical  training  and  singing,  who 
are  directing  their  work  skilfully  and  effectively,  re- 
sulting in  better  discipline  and  more  appreciation  of 
the  better  things  of  life,  resulting  in  better  boys  and 
girls. 

A  school  where  the  playground  work  is  as  care- 
fully directed  and  supervised  by  the  individual  teach- 
ers as  the  classroom  recitations. 


READING  AND  LITERATURE. 

No  one  questions  the  prime  importance  of  read- 
ing in  any  scheme  of  elementary  education.  In  the 
teaching  of  no  other  subject  do  we  reach  out  so  far 
into  the  future  of  the  child's  life  as  in  teaching  read- 
ing. 

One  of  the  chief  functions  of  the  elementary 
schools  is  to  create  in  the  pupil  the  ability  to  interpret 
the  printed  page — reading — an  almost  magic  art  teem- 
ing in  potential  powers.  Conducting  a  reading  lesson 
is  conducting,  drilling,  shaping,  helping  forward  a  prd- 
cess  of  thinking  that  is  going  on  in  the  mind  of  each 
individual  in  the  class.  The  teacher's  success  de- 
pends upon  her  careful  study  of  the  child's  capabilities 
to  understand,  and  her  intelligent  assistance  in  aiding 
him  to  arrive  at  the  meaning.  If  the  foundation  is  not 
built  strong  and  lasting  all  other  vfork  based  thereon 
is  necessarily  weak  and  shifting. 

19 


Children  should  be  introduced  early  and  as  fre- 
quently as  possible  to  carefully  selected  literary  wholes 
in  order  to  cultivate  an  abiding  interest  in  the  classics 
of  our  language — the  reading  material  must  be  adapt- 
ed to  the  child's  experiences  and  activities.  Classics 
for  children's  reading  must  be  children's  classics,  oth- 
erwise a  true  appreciation  of  the  content  will  never 
be  acquired. 

Reading  consists  not  only  in  getting  the  thought, 
holding  the  thought,  and  expressing  the  thought;  but 
in  interpreting  and  using  the  thought,  reveling  in  the 
thoughx  A  lively  appreciation  of  the  thought  will  over- 
come the  chief  difficulties  in  securing  natural  and  ef- 
fective expression. 

No  reading  lesson  is  complete  without  its  oral 
reproduction,  brief  or  ample  as  time  may  permit,  in 
the  language  of  the  pupil.  Silent  study  and  interpreta- 
tion, followed  by  oral  presentation  of  the  content  of 
what  he  has  read,  furnishes  an  excellent  drill  in  oral 
English  work,  develops  the  habit  of  making  careful 
judgments,  and  clinches  the  lesson  truth. 

NOTES — Have  a  special  recitation  period  for  phon- 
ic drills  in  the  primary  grades.  In  all  oral  reading 
give  careful  attention  to  faulty  articulation,  vocaliz- 
ation, enunciation  and  pronunciation  of  sounds  and 
words.     Give  individual  private  drills  when  necessary. 

Learning  to  read  is  the  work  of  the  first  three  or 
four  years  of  school. 

The  teacher  must  have  the  taste  and  intelligence 
to  appreciate  a  piece  of  literature  if  she  is  to  teach  it 
effectively.  It  muust  teem  with  life  and  interest.  In 
all  discussions  concerning  the  teaching  of  reading,  let 
it  be  remembered  that  the  essential    requisite    is    a 

20 


teacher  with  intelligence,  animation,  sympathy,  pa- 
tience, ingenuity,  spirit,  and  with  all,  the  power  to  in- 
terest children. 

Wrong  inflection  and  emphasis  are  usually  blun- 
ders of  the  mind,  not  the  vocal  organs.  Teach  the 
pupil  to  stand  on  both  feet  and  read  with  confidence 
and  freedom. 

Beginning  with  the  fifth  grade,  teach  the  child 
to  make  intelligent  use  of  the  dictionary.  Lead  the 
pupil  to  rely  on  his  own  independent  power  to  master 
words  by  the  help  of  the  dictionary.  The  lessons  in 
the  readers  furnish  the  drills  in  the  mechanics  of  read- 
ing— intensive  reading,  calling  for  the  study  of  words, 
passages,  synonyms  and  allusions.  The  supplementary 
reading  is  primarily  for  the  formation  of  literary 
taste  and  enjoyment — extensive  reading,  which  means 
practice  and  leads  to  fluency. 

The  amount  of  time  devoted  to  intensive  reading 
and  to  extensive  reading  will  vary  somewhat  with  the 
class  and  grade,  but  in  general  the  work  should  be 
about  half  drill  and  half  enjoyment. 

Phonics  should  be  taught  in  the  lower  grades  as  a 
means  of  getting  new  words  and  the  work  continued 
upwards  throughout  the  grades  as  a  key  to  pronun- 
ciation. 

The  school  reading  becomes  character  making 
when  it  enlarges  and  enriches  the  spiritual  life  of  the 
child.  From  a  rational  discussion  of  the  incidents  and 
characters  introduced  into  the  story,  children  may  learn 
lessons  of  honesty,  moral  courage,  sincerity,  isel(ft- 
denial,  kindness,  politeness,  and  other  virtues  'vhich 
make  life  enjoyable  and  divine. 

21 


G.  Stanley  Hall  states,  'There  is  no  one  and  only 
orthodox  way  of  teaching  and  learning  this  greatest 
and  hardest  of  all  arts."  The  use  of  any  one  method 
does  not  preclude  the  incidental  use  of  any  and  per- 
haps all  others. 

Memorize  many  of  the  poems  and  a  numlx^r  of 
prose  excerpts.  This  work  is  of  the  highest  value — 
don't  neglect  it. 

Supplementary  Reading. 

There  are  over  two  hundred  sets  of  sup- 
plementary readers  and  classics.  These  ''libraries" 
are  encased  in  strong  cardboard  boxes — each  bpx 
labeled  and  indicating  the  grade  for  which  it  is  to  be 
used.  There  are  forty  copies  of  each  reader  or  clas- 
sic. 

These  "libraries"  will  be  issued  from  the  office  of 
the  grade  supervisor  at  the  requisition  of  the  teacher 
for  a  period  of  not  longer  than  two  weeks,  unless  spe- 
cial permission  is  given  for  a  longer  period. 

Pupils  will  be  held  responsible  for  the  good  con- 
dition of  all  books  issued  them,  and  teachers  will  be 
held  responsible  for  the  class.  Please  examine  all 
books  carefully  before  returning  them,  so  that  you 
may  know  they  are  in  perfect  condition.  All  soiled, 
defaced  or  torn  books  must  be  paid  for  by  the  pupil 
to  whom  issued. 

Books  may  not  be  read  ahead  of  the  grade  indi- 
cated, but  pupils  will  enjoy  occasional  reading  of  some 
book  read  in  some  previous  grade  if  right  interest  was 
aroused. 

22 


Reading,  Outline. 

Note — Primary  teachers  will  be  supplied  with  the 
Free  and  Treadwell  Manual  and  will  use  it  as  a  guide. 

GRADE  I. 

Class  B.  Perception  card's  and  black-board  work, 
first  six  weeks.  Primer  with  supplementary  reading  the 
remainder  of  the  term. 

Class  A.     Free  and  Treadwell  First  Reader  completed, 
supplementary  reading. 
Supplementary  Readers. 

The  Outdoor  Primer. 

Mother  Goosi  Stories. 

The  Ovall  Bo  vs. 

Edison -L-anK  First   Reader. 

The  New   Educat'onai   Readers. 

Gordon's  First  Reader. 

GRADE  II. 

Class  B.  Free  and  Treadwell  Second  Reader  to  page 
87.  Intersperse  the  work  frequently  with  supplementary 
reading. 

Class  A.  Free  and  Treadwell  Second  Reader  com- 
pleted. Supplementary  reading. 

Supplementary  Readers. 

Edison-Lang  Second   Reader. 
Baker  and  Carpenter  Second  Reader, 
The  Art  Literature  Reader,  Book  II. 
Stepping  Stones  to  Literature,  Book  II. 
The  New  Educational  Second  Reader. 
The  Tree  Dwellers. 

Supplementary  Classics: 
Aesop's  Fables. 
Story  of  the  Buds. 
What  Ann  Saw.      (Nature  Stories). 
The  Butterfly  Baby. 
Plant  Babies. 
Babies  of  the  Wood. 
A  Cat  Book.  '  , 

Who  Stole  the  Bird's  Nest  and  Other  Selections. 

23 


Red  Riding  Hood. 

Roots  and  Stems. 

Children  of  History.  Part  I. 

Children  of  History,  Part  II. 

X-egends  of  Springtime,  Part  I. 

Legends  of  Springtime,  Part  II. 

The  Doings  of  Fido  and  Other  Dogs. 

Tom  the  Piper's  Son  and  Others. 

The  Little  Inn-Keepers  and  Other  Stories. 

GRADE  III. 

Class  B.     Free  and  Treadwell  Third  Reader  to  page  126. 

Supplementary  reading. 

Class  A.     Free  and  Treadwell  Third  Reader  complet- 
ed. Supplementary  reading. 

Supplementary  Readers. 

Art  Literature  Reader,  Book  III. 
Baker  and  Carpenter  Third  Reader. 
The   Early   Cave   Men. 

Supplementary  Classics: 

The  Dog  and  His  Relatives. 

Stories  for  Children. 

The  Water  Babies. 

Fairy  Tales.   (Hans  Christian  Anderson). 

Stories  of  Pet  Animals. 

The   Sleeping  Beauty  in   the  Wood   and   Other  Fairy 
Stories. 
Animal  Stories, 

Two  Brownie  Stories. 

Fairy  Tales  from  Grimm, 

A  Rabbit  Book. 

Dick  Whittington  and  His  Cat. 

Brownie  Adventures. 

Stories  from  Alice  in  Wonderland. 

The  Land  of  Story-Books  and  Other  Poems. 

More  Stories  from  Alice  in  Wonderland. 

Jack  and  the  Beanstalk  and  Other  Stories. 

The   Contest  Tin   Soldier   and    Other   Stories   and   Le- 
gends. 

The  Story  of  the  Pilgrims. 

The  Story  of  Columbus. 

The  Story  of  Washington. 

The  Story  of  Lincoln. 

The  Story  of  Edison. 

24 


GRADE   IV. 

Class  B.  Free  and  Treadwell  Fourth  Reader  to  page 
174.       Supplementary  reading. 

Class  A.  Free  and  Treadwell  Fourth  Reader  com- 
pleted.    Supplementary  reading. 

Supplementary  Readers: 

The  Art  Literature  Reader,  Book  IV. 
The  Later  Cave  Men. 

Supplementary  Classics: 

Fairy  Tales  and  Fables. 

The  Coming  of  the  Birds. 

Story  of  the  Golden  Fleece. 

Short  Dialogues. 

Daffydowndilly  and  Other  Stories.  (Hawthorne). 

Nuts  and  Squirrels. 

Faithful  Scotch  and  Other  Dogs. 

Miss  Alcott  and  Her  Stories. 

Hawthorne's  Golden  Touch. 

Story  of  Longfellow. 

Pioneers  of  the  West. 

Stories  and  Rhymes  of  Woodland,  Part  I. 

Stories  and  Rhymes  of  Woodland,  Part  II. 

Stories  and  Rhymes  of  Flowerland,  Part  I. 

Stories  and  Rhymes  of  Flowerland,  Part  II. 

GRADE  V. 

Class   B.     Studies   in    Reading,    Book    I    to    page    182. 

Supplementary  reading. 

Class  A.     Studies  in  Reading,  Book  I  completed.    Sup- 
plementary reading. 

Supplementary  Readers: 
Norse  Stories. 
King  Arthur   Stories. 

Supplementary  Classics: 

Butterflies  and  Moths. 

The  Queen  of  Flowers. 

Among  the  Trees. 

The  Bees  and  Their  Cousins. 

Seed-Time  and  Harvest. 

There's  a  Difference.      (Anderson  . 

25 


The  Story  of  Robinson  Crusoe.    (-Adapted  from  DeFoe). 

Wee  Willie  Winkie  and  A  Boy  in  the  Jungle.  (Kipling) 

A  Voyage  to  Lilliput.   (Swift). 

Some  of  Our  Bird' . 

The  Hen  that  Hatched  Ducks,  and  History  of  Tip-Top. 

The  Flight  of  the  Birds. 

The  Christmas  Dinner.   (Irving). 

Popular  Bird  Poems. 

Little  Friends  About  My  Camp. 

dwiss  Family  Robinson. 

A  Christmas  Carol.     (Adapted  from  Charles  Dickens). 

Perseus.    (Abridged  from  Kingsley). 

Rab  and  His  Friends.  (John  Brown). 

A  Dog  of  Flanders.     (Abridged  from  Ouida). 

Great  Names  and  Nations — ancient. 

GRADE   VI. 

Class  B.     Studies  in  Reading,  Book  II,  First  quarter 
of  book  to  page  154.     Supplementary  reading. 

Class  A.     Studies  in  Reading,  Book  II,  Second  quarter 
of  book  to  page  266.     Supplementary  reading. 
Supplementary  Classics: 

Twice  Told  Tales.    (Hawthorne). 

Stories  of  the  Poets. 

Stories    from     History — Columbus,     Washington     and 
Lincoln. 

Star-Fishes  and  Seaside  Stories. 

Story  of  the  Grass. 

Little  Biographies  and  Other  Stories. 

Old  Glory  or  The  Stars  and  Stripes. 

Explorers  and  Their  Doings. 

Raindrops  and  Snowflakes. 

Little  Biographies — No.   3. 

Among  Wild  Beasts. 

Stories  of  Great  Painters  and  Paintings. 

Great  Stone  Face.      (Hawthorne). 

Great  Names  and  Nations — modern. 


LANGUAGE  AND  COMPOSITION. 

The  broad  aims  in  the  course  in  English  are  to 
cultivate  in  the  pupil  the  power  to  express  his  1:houghts 

26 


in  oral  or  written  speech,  correctly  and  effectively,  and 
give  him  an  understanding  and  appreciation  of  the  best 
literature  within  his  comprehension. 

The  specific  aims  in  oral  work,  are :  freedom  in  the 
expressions  of  individual  spontaneous  thoughts ;  habit- 
ual use  of  correct  English  in  daily  conversation;  en- 
largement of  vocabulary ;  continuity  of  thought  as 
shown  in  corrected  descriptions  and  narratives.  The 
specific  aims  in  written  work  are  the  aims  just  enumer- 
ated for  oral  work,  and  in  addition,  mastery  of  the 
mechanics  of  written  language. 

The  English  language  is  the  supreme  power  in 
the  active  life  of  every  American.  It  is  entitled  to  first 
place  in  the  curriculum. 

Experience  has  taught  that  there  are  five  series 
of  exercises  needful  to  secure  the  best  expression: 
observation,  story  and  p^»em,  picture,  dictation  and  let- 
ter writing. 

The  study  of  things  in  such  a  way  as  to  furnish 
ideas  that  the  pupil  wishes  to  express,  is  the  basis  for 
language  work.  In  all  grades  emphasis  should  be 
placed  on  the  use  of  proper  motives  to  stimulate  the 
pupils  to  think,  to  feel,  to  express  themselves. 

The  language  habit  is  slowly  formed  by  repeating 
persistently  the  acts  w^hich  we  desire  to  make  habitual. 

The  greater  part  of  language  work  in  the  primary 
grades  must  be  oral.  It  should  consist  of  exercises  for 
the  free  expression  of  thought  in  clear,  full  state- 
ments ;  and  for  the  correction  of  prevailing  errors. 
Much  of  the  time  during  the  first  school  year  can  be 
profitably  spent  in  keeping  the  child  *'in  a  sounding 
atmosphere  of  beautiful  English."  He  should  hear 
much,  talk  much,  but  write  little  in  the  primary  grades. 

27 


Errors  in  speech  will  creep  in  from  the  home  and  the 
playground — and  right  from  the  start  the  teacher 
should  in  a  determined,  but  quiet  inoffensive  way,  wage 
war  against  bad  English.  One  of  the  imperative  dut- 
ies of  the  school  is  to  make  beautiful  speech  attractive. 

A  high  standard  of  excellence  should  be  set  and 
maintained  in  oral  and  written  work,  in  all  grades. 
Nothing  but  the  pupil's  best  should  be  accepted.  The 
study  of  every  subject  should  contribute  to  the  pupil's 
training  in  English,  and  the  pupil's  capacity  to  write 
English  should  be  made  available  and  be  developed  in 
every  other  department. 

Every  lesson  is  a  language  lesson  in  the  sense 
that  it  gives  the  child  a  chance  to  talk  freely  under  the 
helpful  guidance  of  the  teacher.  Let  the  teacher  be 
ever  watchful  of  the  child's  expression  with  helpful 
suggestions  to  better  his  forms  of  speech,  but  let  the 
corrections  be  encouraging  always. 

The  teacher  should  be  an  example  to  the  pupils,  in 
her  teaching,  in  her  story-telling.  In  all  her  work  she 
should  use  choice,  picturesque,  and  effective  language. 
She  should  be  interested  in*  the  child's  talk,  appreciate 
his  efforts,  however  crude,  and  constantly  strive  for 
richer  returns  in  speech. 

Nothing  makes  more  for  effective  speech  and 
writing  than  a  ready  command  of  choice  words.  Mere 
reading  of  books  will  not  bring  such  a  command,  it 
must  be  gained  through  definite  exercises,  that  call  for 
the  apt,  the  fitting  word.  Strive  constantly  to  enrich  and 
refine  the  pupil's  working  vocabulary.  What  the  child 
needs  is  not  a  "mob"  of  words  in  his  mind,  but  an 
army — one  drilled  and  ready  always  to  respond  to  his 
thought. 

28 


Memorizing  and  reciting  are  valuable  means  of 
confirming  in  the  child  correct  ways  of  speaking. 

In  grades  one  and  two  there  is  a  definite  tendency 
on  the  part  of  children  to  imitate  and  reproduce  the 
action  and  words  of  those  about  them.  The 
senses  are  ever  alert  to  gather  basal  experiences 
for  the  mind's  use,  and  the  child  does  not  yet  know 
what  he  wants  to  keep,  and  so  he  keeps  everything. 
Words  are  first  tried  just  for  his  own  pleasure,  and 
later  as  a  means  of  communication  with  those  about 
him.  As  sympathy  with  persons  and  things  in  his  en- 
vironment arises,  there  develops  the  give  and  take  idea 
in  speech ;  he  no  longer  talks  just  to  talk,  but  he  wants 
to  be  understood  and  to  receive  an  answer.  Following 
a  ready  imitation  of  home  speech,  school  talk,  and  the 
vocabulary  of  favorite  stories  read  and  told  to  the 
children,  either  at  home  or  in  school,  there  arises, 
through  the  desire  to  be  more  clearly  understood,  a 
greater  discrimination  in  the  use  of  words.  Throughout 
these  two  years,  there  is  felt  no  strong  differentiation 
of  values  in  thoughts  expressed.  We  find  "and"  the 
main  connective  stringing  together  big  and  little 
thoughts  as  correlative.  Through  his  reading,  the 
child  easily  learns  the  use  of  the  capital  letters  at  the 
beginning  of  the  sentence  and  the  period  at  its  close. 
Grade  I. 

Classes  B  and  A.  Instructions  should  be  always 
entirely  oral.  The  daily  work  is  rich  in  opportunity 
for  effective  expression  and  the  use  of  good  literature. 
Formal  exercises  should  be  avoided.  Arouse  thought, 
stir  feeling,  then  free  expression  will  follow. 

Lessons  should  be  in  the  form  of  conversations, 
narrations,  and  descriptions.     There  should  be   free 

29 


oral  expressions  with  clear  statements  leading  to  short 
narration.  Correct  prevailing  errors  in  speech  by  in- 
teresting daily  games  and  drills.  Increase  vocabulary 
through  conversation,  stories,  memorizing  poems,  dra- 
matization and  lessons  in  interpretation. 

Correlate  language  with  reading.  Make  use  of 
games,  plays  and  songs. 

Topics  for  conversations : 

a — Personal  experiences. 

b — Pictures. 

c — Stories. 

d — Poems. 

e — Holidays:  name,  meaning. 

f — Trades  and  occupations  in  touch  with  the 

daily  life  of  the  children  of  Lewiston. 
g — Observation:       Flowers,      birds,      trees, 
weather    conditions,    interesting   objects 
and  toys  to  be  observed  to  give  vocabu- 
lary expressing  color,  form,  size.    Sense 
games  in  this  connection. 
Reproduction  of  Stories. — Before  asking  a  pupil 
to  recall  a  story,  help  him  to  select  the  most  interesting 
incidents  and  arrange  them  in  a  good  order. 

Memory  work. — Pupils  should  hear,  memorize, 
and  frequently  report  good  poetry  and  prose.  In  ad- 
dition to  nursery  rhymes,  have  pupils  commit  to  mem- 
ory several  selections  each  term.  Teach  carefully  the 
words  of  the  songs  used  in  the  grade. 

Dramatization  of  Poems  and  Stories. — The  stories 
and  poems  to  be  used  are  left  to  the  teacher's  selection. 
See  that  the  work  is  full  of  life  and  movement. 

Language  Usage — Encourage  the  use  of  complete 
statements,  but  do  not  be  too  exacting.   Correct  errors 

30 


in  English  with  as  little  interruption  of  the  pupil's 
thought  as  possible,  but  correct  them.  In  special  les- 
sons given  to  correct  common  faults,  conversations  and 
language,  games  in  which  the  children  are  led  to  use 
the  correct  forms  are  much  more  natural  and  effective 
than  formal  drills.  (See  Language  Games,  Myra 
King). 

Practice  copying  words  and  simple  sentences  on 
the  blackboard  under  the  guidance  of  the  teacher.  The 
children's  writing  should  be  large  and  free.  Develop 
the  sentence  idea — use  of  capitals  in  beginning  sen- 
tences, names  of  persons,  days  of  week,  months  of  year, 
name  of  our  city  and  the  word,  I ;  the  use  of  the  period 
and  question  mark  in  ending  sentences. 

Use  in  sentences  of  past  tense  the  following  verbs*, 
throw        go  grow  give 

eat  catch  say  sit 

come         run  bring  do 

see  fly 

Use  in  sentences : 
Has        1 

had  }•     seen    gone    taken    done    come 

have       J 

Use  other  irregular  verbs,  according  to  needs  of 
the  class. 

Correction  of  errors  in  use  of  pronouns  as  subject 
and  object.  Fix  in  mind  the  use  of  the  forms :  It  is 
(or  was)  I,  he,  she,  we,  they.  Correction  of  the  ex- 
pressions: ain't,  ain't  got,  have  got,  had  ought,  he 
don't;  by  substitution  and  repeated  use  of  correct 
forms. 

31 


Grade  U. 

Classes  B  and  A.  As  in  Grade  One,  the  language 
work  should  be  mainly  oral,  written  work  on  the  black- 
board should  be  encouraged.  All  written  work  should 
be  under  the  guidance  of  the  teacher  in  order  that  hab- 
its of  careful  and  correct  work  may  be  established. 

Language  gains  immensely  in  strength  and  effect- 
iveness if  related  to  topics  of  interest  to  the  children. 

Conversations  about : 

a — Personal  experiences  and  observations, 
nature  study.  Follow  by  a  game  telling 
how  it  is  played. 

b — Picture  study,  drawing. 

c — Sand  table  and  clay  representations  of 
farm  and  city  life. 

e — Primitive  life — Indian,  Eskimo.  Loca- 
tion with  reference  to  pupils.  Nature 
background.  Home.  Dress.  Food. 
Tools.     Mode  of  Travel.    Social  life. 

Reproduction  of  Stories — Review  favorites  told 
in  first  grade.  The  longer  myths  and  fairy  stories  are 
to  be  read  to  the  children.  Stories  of  Thanksgiving 
and  Christmas.  Story  of  the  birth  of  Christ.  Patriotic 
stories.  Stories  of  Lincoln  and  Washington.  Story  of 
the  flag.  Short  stories  should  be  told  and  retold  fre- 
quently. After  telling  or  reading  a  longer  story,  ques- 
tion skilfully  that  pupils  may  reconstruct  the  story 
mentally  before  attempting  to  retell  it,  or  any  part  of 
it.  They  should  review  the  introduction,  see  what 
happened  first,  next  and  so  on,  until  they  feel  the  full 
force  of  the  climax,  or  accept  the  conclusion.  See  to 
it  that  they  have  clear  mental  pictures  corresponding  to 

32 


appropriate  questions  beginning  with:  who,  when, 
where,  why,  and  how  in  the  sequence  demanded  by  the 
story. 

Memory  Work — Pupils  should  hear,  read,  mem- 
orize and  frequently  repeat  good  poems.  Review  fa- 
vorites already  learned  and  add  at  least  three  new 
pbems  each  term.  Avoid  having  the  poems  all  of  the 
same  style.  Teach  the  words  of  the  songs  of  the  grade 
carefully. 

Dramatize  stories  and  poems. 
Language  usages — Further  develop  sentence  ideas 
by: 

a — Making    sentences    containing    a    given 

word, 
b — Determining  the  names  of  sentences  read. 
Much  practice  should  be  given  in  the  use  of 
pronouns  and  irregular  verbs,  until  correct  usage  be- 
comes habitual.  Questions,  stories  and  language 
games  should  be  devised  to  give  the  correct  forms 
naturally. 

In  the  written  work  many  devices  may  be  used 
for  reviewing  previous  lessons : 

a — Sentences  may  be  called  for,  containing 
the  past  tense  of  irregular  verbs — the 
required  list  of  words  being  placed  on 
the  board, 
b — Sentences  such  as  the  following  may  be 
changed  throughout  to  the  plural  forms : 
This  boy  lost  his  ball.  The  orange  is 
small. 
c — Sentences  with  blanks  may  be  filled  out 
and  copied. 

33 


d — Short  stories  may  be  written  from  mem- 
ory after  a  series  of  sentences  containing 
the  story  have  been  developed,  written 
upon  the  blackboard,  examined  and 
erased. 

e — Easy  dictation  exercises,  written  by  the 
pupils  on  the  blackboard,  may  test  the 
forms  of  words,  punctuation,  spelling, 
use  of  capitals  and  abbreviations.  Each 
sentence  must  be  short  and  contain  few 
difficulties.  The  exercises  must  be 
brief  and  varied. 

The  minimum  of  mechanics  to  be  demanded  at  the 
end  of  the  second  grade  should  be: 

Capitals — (a)  At  beginning  of  sentence,  (b)  in 
pronoun  I,  (c)  in  writing  child's  own  name  and  ad- 
dress, (d)  in  days  of  week  which  he  may  have  learned 
(not  necessarily  all),  (e)  same  with  months  learned, 
(f)  same  with  holidays  learned,  (g)  beginning  each 
line  of  poetry,   (f)   same  with  holidays  learned. 

Final  marks — (a)  Periods  at  end  of  sentence,  (b) 
period  after  abbreviation,  (c)  question  mark. 

Commas — Only  such  as  are  needed  in  writing 
child's  own  address. 

Abbreviations — (a)  Days  of  the  week,  (b)  months 
of  the  year,     (c)  Mr.,  Mrs.  Dr. 

Grade  m. 

Class  B.  Aldine  First  Langtiage  Book,  to  chap- 
ter IV. 

Class  A.  Aldine  First  Language  Book,  to  chap- 
ter VII. 

34 


Grade  IV. 

Class  B.    Aldine  First  Language  Book,  to  chap- 
ter IX. 
Class   A.     Aldine   First   Language    Book,   com- 
plete text. 

Grade  V. 

NOTE — The  text  offers  much  more  work  than 
can  be  successfully  attempted,  select  the  ma- 
terial needed. 
Class  B.    Live  Language  Lessons,  Book  I,  Part  L 
Qass  A.    Live  Language  Lessons,  Book  I,  Part  IL 

Grade  VI. 

Class  B.     Live  Language  Lessons,  Book  II,  part 

I,  to  page  6L 
Class  A.    Live  Language  Lessons,  Book  II,  Part 

I,  completed. 


ARITHMETIC. 

The  purpose  of  all  arithmetic  work  should  be  to 
prepare  the  individual  boy  or  girl  with  a  knowledge  of 
those  number  facts  and  processes  necessary  to  inter- 
pret and  solve  the  problems  met  in  every  day  life,  and 
to  develop  skill  in  using  them. 

Ability  to  compute  and  power  to  reason  must  be 
obtained.  Stress  should  be  laid  on  the  first  in  the  ele- 
mentary schools  and  on  the  second  in  the  secondary 
school.  The  mechanical  part  of  arithmetic  should  be 
mastered  by  the  end  of  the  sixth  grade.  This  mastery 
should  be  obtained  in  two  ways ;  first  by  development ; 

35 


second  by  drill.  The  development  should  be  gradual, 
each  combination  and  table  being  taught  by  itself,  and 
emphasized  by  such  a  variety  of  exercises  that  it  can 
never  be  forgotten. 

After  the  clear  presentation  of  a  problem  or  a  new 
process,  much  drill  using  problems  with  abstract  num- 
bers, unencumbered  by  terms,  conditions  and  names, 
should  follow.  No  drill  is  worthy  of  the  name — drill 
— unless  it  teems  with  interest.  The  moment  interest 
lags  the  drill  is  worthless. 

Do  not  ask  the  child  of  the  elementary  school, 
why,  rather  how  much  and  what.  The  definite  re- 
sult is  the  thing  to  be  sought  in  class  work.  A  great 
deal  of  clear  forceful  teaching  should  be  a  strong  fea- 
ture of  all  class  period  work. 

Much  live,  rapid,  oral  drill  should  constitute  the 
greater  part  of  each  class  period,  with  application  of 
number  facts  in  only  such  problems  as  are  easily  vis- 
ualized by  the  pupil,  and  using  only  such  terms  and 
conditions  as  arise  from  the  child's  experience  in  every 
day  life. 

Little  written  work  should  be  done,  and  that 
should  be  carefully  done,  the  teacher  accepting  no  work 
of  a  slovenly  nature.  Require  good  penmanship,  neat- 
ness, accuracy,  and  correctness  of  paper  form. 

Oral  work  should  be  oral,  constituting,  as  has  been 
before  stated,  the  larger  part  of  class  period.  Sight 
work  should  be  done  at  sight. 

In  all  arithmetic  there  must  be  exactness  of 
thought,  operation,  and  expression.  This  is  best  done 
through  the  oral  work,  between  teacher  and  pupil. 
Precede  every  operation  and  process  with  intensive,  in- 
teresting oral  work.    Much  of  the  work  in  the  text 

36 


can  be  handled  orally.  State  supplemental  oral  prob- 
lems once  then  require  the  pupil  to  state  the  problem 
clearly  and  give  the  solution.  Power  is  what  you  are 
attempting  to  develop.  Very  little,  if  any,  home  work 
should  be  required  in  the  elementary  school. 

Results  which  show  skill,  speed  and  accuracy,  test 
the  efficiency  of  work  accompHshed. 

In  addition  to  the  text  book  work  the  teacher 
will  make  good  use  of  the  "Minimum  Essential" 
drills  and  tests,  one  of  the  best  means  known  for  ob- 
taining 100  per  cent  of  efficiency. 

In  conducting  written  work  at  the  board,  permit 
no  pupil  to  use  an  eraser  without  being  directed  to  do 
so.  The  mere  fact  that  he  cannot  use  the  eraser 
works  for  carefulness  and  accuracy.  Carelessness  is 
the  worst  enemy  of  efficiency. 

The  value  of  arithmetic  as  a  subject  has  been 
greatly  overrated,  while  that  of  certain  topics  has 
been  correspondingly  underrated.  When  we  under- 
take to  compass  the  subject  in  its  entirety,  so  much 
ground  has  been  covered  that  the  children  never 
learn  to  do  well  the  few  necessary  things  that  the  sub- 
ject contains.  A  large  share  of  the  time  heretofore 
devoted  to  arithmetic  has  grown  out  of  the  thought 
that  the  subject  offers  a  peculiar  training  in  discipline, 
as  training  the  mind  to  think,  sharpening  the  wits, 
exercising  the  power  of  discrimination.  Most  advanced 
schools,  both  in  Europe  and  America,  have  broken  with 
the  educational  view  in  this  matter  and  say  that  there 
are  no  certain  powers  of  the  mind  developed  through 
the  study  of  particular  subjects.  This  fact  does  not 
countenance  carrying  any  phase  of  arithmetic  teaching 

37 


beyond  its  power  to  contribute  ideas  which  will  fit  the 
mind  against  future  emergency. 

To  this  end,  the  course  which  follows  provides  for 
systematic  drill  in  the  fundamental  processes — a  drill 
which  must  be  continued  throughout  the  entire  elemen- 
tary school  if  the  desired  standard  of  accuracy  and 
rapidity  be  secured. 

Grade  I. 

Classes  B  and  A.  There  should  be  no  formal 
number  work  in  this  grade.  No  special  period  .should 
be  designated  for  teaching  arithmetic  to  be  followed 
day  by  day.  It  should  be  taught  incidentally  in  the 
games,  occupations  and  construction  work  of  the 
grade.     Make  the  motive  for  its  learning  strong 

The  child's  first  idea  of  number  answers  the  ques- 
tion, "how  many?"  Relate  this  inquiry  to  objects  in 
the  school  room.  As  objects  in  the  school  room  are 
counted,  the  teacher  will  place  a  figure  representing 
the  count  on  the  blackboard.  Children  will  thus  be- 
come acquainted  with  the  forms  of  number  and  le-^irn 
to  read  them.  Place  a  calendar  upon  the  board  and 
have  the  children  read  the  numbers  day  by  day.  When 
books  are  placed  in  their  hands,  have  them  find  the 
pages  in  the  book.  Opportunities  to  estimate  and 
measure  with  the  foot  rule,  yard  stick,  pint  measure, 
etc.,  should  be  many.  Much  attention  to  sense  train- 
ing should  be  given.  Have  pupils  tell  how  many  by 
sight,  by  touch  and  by  weight.  Have  them  recognize 
the  number  in  small  groups  at  sight. 

NOTE :  Teachers  of  arithmetic  should  be  sup- 
plied with  the  Manual  and  course  of  study,  prepared 

38 


by  the  author  of  the  adopted  text.  It  offers  many 
valuable  suggestions  which  should  be  followed  unless 
directions  are  given  otherwise. 


Grade  n. 

B.   Class 


in 


Stone-Millis  Primary  Arithmetic 
hands  of  teacher  only.  Complete  work  as  out- 
lined to  page  24.  Use  first  half  of  ''Stories 
of  Numberland"  as  supplementary  aid. 
A  Class.  Stone-Millis  Primary  Arithmetic  in 
hands  of  teacher  only.  Complete  work  to 
page  48.  Use  second  half  of  Stories  of  Num- 
berland. 

Grade  m. 

Class  B.     Stone-Millis  Primary  Arithmetic,  Part 

II,  to  page  100. 
Class  A.     Stone-Millis  Primary  Arithmetic,  Part 

II,  completed. 
Grade  IV. 

B  Class.     Stone-Millis  Primary  Arithmetic,  Part 

III,  to  page  202. 

A  Class.     Stone-Millis  Primary  Arithmetic,,  Part 

III,  completed. 
Grade  V. 

B   Class.      Stone-Millis   Intermediate   Arithmetic, 

Part  I,  to  page  71. 
A  Class.     Stone-Millis  Intermediate  Arithmetic, 

Pare  I,  completed. 
Grade  VI. 

B   Class.     Stone-Millis   Intermediate  Arithmetic, 

Part  II,  to  page  201. 
A  Class.     Stone-Millis  Intermediate  Arithmetic, 

Part  II,  completed. 

39 


HISTORY. 

The  outline  of  work  in  history  is  intended  to  pre- 
sent a  systematic  course  throughout  the  elementary 
school,  that  will  develop  in  the  pupil's  minds  thg  unity 
of  the  story  of  human  progress — that  history  is  an 
unbroken  stream  of  life. 

To  teach  history  aright,  the  pupil  must  mentally 
live  through  the  life — the  struggles  and  triumphs — of 
the  people  studied.  It  should  create  a  sympathy  with 
the  struggles  of  the  race  in  breaking  earlier  limitations 
to  reach  the  higher  ideals — better  clothing,  shelter, 
government,  education,  morals  and  manners. 

The  pupils  should  sense  the  great  truth  that  all  the 
good  we  now  enjoy  has  come  through  heroic  endeavor, 
through  the  achievements  and  sacrifices  of  noble  men 
and  women.  That  true  patriotism  like  true  life,  is  sac- 
rificing self  for  the  other's  self. 

In  the  primary  grades,  pupils  are  obliged  to  get 
the  thoughts  of  most  history  stories  from  the  teach- 
er's presentation.  It  is  the  sacred  duty  of  every  pri- 
mary teacher  to  cultivate  the  art  of  story  telling  and 
good  reading.  The  story,  rightly  told,  is  the  surest, 
the  quickest  way  to  a  child's  mind  and  heart.  Each 
story  told  or  read  should  impress  upon  the  child  ideals 
of  good  expression  and  good  reading,  as  well  as  good 
thought. 

Spend  enough  time  on  each  story  to  make  a  clear, 
definite  impression  upon  the  child,  otherwise,  nothing 
but  confusion  results. 

In  the  primary  grades,  correlate  this  work  closely 
with  Nature-Geography  and  language. 

40 


The  method  is  history  through  biography — great 
events  carried  forward  by  great  men. 

Through  the  elementary  school  course,  Kemp's 
History  for  Graded  Schools,  is  used  as  a  basis.  It 
clearly  presents  the  unity  of  history.  Every  teacher 
should  have  a  copy  of  Kemp's  Teachers'  Outline  of 
History  for  Grades.  It  is  an  excellent  handbook,  full 
of  good  suggestions.  The  text  book  is  to  be  in  the 
hands  of  the  pupil  only  in  the  fifth  and  sixth  grades. 
In  addition  to  the  work  outlined,  the  teacher  will  feel 
free  to  make  use  of  such  supplementary  work  as  shall 
suggest  itself  from  time  to  time. 


Grade  I. 


Class  B.  Kemp's  History,  First  half  of  Chap.  I. 
Stories  and  poems  of  fairyland  and  of  real  life, 
selected  because  of  their  beauty  of  thought  and 
expression. 

Class  A.  Kemp's  History,  Complete  Chap.  I. 
S:ory  of  Columbus,  Washington^  Lincoln. 


Grade  II. 


Class  B.  Kemp's  History,  First  half  of  Chap.  II. 
Stories  of  Robinson  Crusoe,  Stories  of  Hiawatha. 

Class  A.  Kemp's  History,  Complete  Chap.  II. 
Stories  of  Colonial  life — Pilgrims,  Mayflower, 
Plymouth  Rock,  Miles  Standish. 


Grade  III. 


Class  B.  Kemp's  History,  First  half  of  Chap.  III. 
Stories  of  old  Greeks.  The  Gorgon's  Head,  The 
Golden  Touch,  The  Paradise  of  Children. 

41 


Class  A.  Kemp's  History,  Complete  Chap.  III. 
Additional  stories  of  the  old  Greeks :  The  Golden 
Apples,  The  Miraculous  Pitcher,  The  Chimera, 
Greek  Life  and  biography. 

Grade  IV. 

Class  B.  Kemp's  History,  First  half  of  Chap.  IV. 
Classic  myths:  The  Golden  Fleece,  The  Mina- 
tour,  The  Dragon's  Teeth,  Circe's  Palace,  and 
such  additional  work  as  time  permits. 

Class  A.  Kemp's  History,  complete  Chap.  IV. 
Sories  of  Great  Americans  for  Little  Americans. 
Stories. 

Grade  V. 

Class  B.     Kemp's  History,  Chap.  V. 

As  much  supplementary  work  as  time  permits. 

Class  A.    Kemp's  History,  Chap.  VI. 
Fifty  Famous  Stories  Retold. 

Grade  VI. 

NOTE — In  future  work  Kemp's  History  will  be 
used  as  a  reference  text  only. 

Class  B.  Bourne  and  Benton's  Introductory 
American  History,  First  thirteen  chapters. 

Class  A.  Bourne  and  Benton's  Introductory 
American  History,  text  completed. 

NOTE — Bourne  and  Benton's  Introductory 
American  History  presents  the  course  recommended 
for  the  sixth  grade  by  the  committee  of  eight,  of  the 
American  Historical  Association,  and  presents  very 
clearly  the  European  beginnings  of  American  History. 

42 


PENMANSHIP. 

The  Palmer  Method  of  Business  Writing  is  used 
throughout  the  schools.  Business  so  largely  governs 
modern  life,  that  the  schools  are  called  upon  to  furnish 
practical  penmen  who  can  meet  the  demands  for  legi- 
bility, rapidity  and  ease  of  action.  These  three  essen- 
tials are  acquired  by  using  light  and  quick  muscular 
movement.  In  this  movement  the  large  muscles  of  the 
arm  are  brought  into  play,  thus  reducing  the  strain 
that  would  otherwise  fall  upon  the  small  muscles  of 
the  fingers. 

During  the  past  year  most  gratifying  progress  has 
been  made  in  penmanship  in  the  Lewiston  schools. 
This  forward  movement  is  due  in  a  large  measure  to 
the  adoption  of  the  Palmer  Method  of  Business  Writ- 
ing, together  with  the  company's  plan  of  sending  ex- 
pert instructors  here  to  demonstrate  the  manner  of 
presenting  work;  and  the  excellent  plan  of  following 
up  this  work  with  a  carefully  conducted  correspend- 
ence  course  for  the  teachers.  A  special  diploma  indi- 
cating proficiency  in  penmanship  is  granted  each 
'teacher  who  successfully  completes  the  work.  The 
Palmer  Co.  carries  its  plan  of  supervision  still  further, 
by  grading  and  criticising  the  penmanship  work  of  the 
pupils  from  time  to  time,  thus  establishing  a  uniform 
standard  of  excellence  in  the  work. 

All  grade  teachers,  during  the  past  year,  pur- 
sued the  correspondence  work  with  excellent  results — 
several  now  have  penmanship  diplomas.  Any  teacher 
who  has  not  completed  the  work  required  for  a  diplo- 
ma should  do  so  as  soon  as  possible,  and  in  any  event, 
this  should  be  secured  not  later  than  the  mid-year  holi- 

43 


days.  All  teachers  in  the  elementary  schools  and  the 
junior  high  schools,  beginning  work  in  the  Lewiston 
city  schools,  who  have  not  completed  this  course  or  a 
similar  one,  will  be  expected  to  take  up  the  work  at 
once,  and  complete  it  as  soon  as  possible,  in  order  that 
the  word  may  be  carried  forward  systematically  and 
uniformly 

There  is  no  doubt,  judging  from  the  results  ob- 
tained during  the  past  year,  but  that  a  united,  faithful 
effort  during  the  coming  year  will  give  the  Lewiston 
schools  a  most  excellent  rating  in  penmanship. 

It  is  suggested:  That  children  in  the  first  grade 
be  drilled  in  movement  and  position,  and  that  form 
be  learned  by  blackboard  writing  with  free-arm  move- 
ment. 

That  all  paper  used  be  suitable  for  ink. 

That  the  use  of  pencils  above  the  Second  B  Grade 
be  reduced  to  the  minimum,  except  for  drawing  and 
arithmetic. 

That  all  writing  in  all  classes  be  so  supervised 
as  to  insure  care  and  persistent  effort. 

That  the  written  work  in  all  classes  follow  the 
standard  set  in  the  penmanship  class,  as  closely  as  pos- 
sible. 

The  necessity  for  studying  the  instructions  in  the 
Teacher's  Manual  and  following  them  absolutely,  can- 
not be  emphasized  too  strongly.  No  teacher  can  suc- 
cessfully teach  practical  writing  who  cannot  demon- 
strate it,  and  who  does  not  execute  it  automatically. 

All  teachers  should  use  the  Palmer  System  In  all 
work  seen  by  pupils. 

44 


A  careful  and  persistent  adherence  to  principals 
underlying  all  penmanship  work  will  accomplish  won- 
ders in  carried  out  in  a  broad  professional  spirit. 

In  order  to  stimulate  interest  in  penmanship  the 
Palmer  Company  gives  a  button  when  the  first  twenty- 
five  drills  have  been  submitted  to  and  approved  by 
the  company.  This  button  is  a  pretty  emblematic 
souvenir  given  for  excellence  in  these  drills.  The  fol- 
lowing conditions  must  be  complied  with  in  submit- 
ting the  drills.  In  drills  one,  two  and  three,  the  lines 
must  be  clear  cut  and  smooth.  The  ovals  must  ap- 
proximate in  form  the  capital  'O'  twice  its  usual  size. 
The  downward  strokes  in  one  and  two  must  be  made 
toward  the  center  of  the  body,  when  the  paper  is  held 
in  correct  position,  thus  obtaining  uniform  slant.  In 
drill  five,  seven  of  the  ovals  and  seven  of  the  capital 
*A's  must  be  made  on  a  line.  In  six  consecutive  drills, 
the  same  number  of  letters  and  words  must  be  written 
to  the  lines  as  found  in  the  Palmer  Method  manual. 
In  other  words,  the  writing  must  approximate  the  Pal- 
mer Method  in  size,  as  well  as  in  form. 

Improvement  certificates  will  be  issued  for  satis- 
factory work  in  the  first  fifty  drills. 

The  Progress  Pin  will  be  given  by  the  company 
for  the  satisfactory  work  in  the  first  one  hundred 
drills.  This  is  a  handsome  pin  in  blue  enamel,  bearing 
the  inscription  in  gold,  "For  Progress  in  Writing." 

These  awards  are  official  endorsement  of  the 
Penmanship  Co.  that  the  holder  has  acquired  a  very 
high  standard  of  excellence  in  the  work  indicated  and 
the  company  requirements.  All  drills  should  be  writ- 
ten on  paper  8x101/^  inches,  using  only  one  side  of 

45 


the  sheet.     All  work  must  be  certified  by  the  class 
teacher  and  approved  by  the  grade  supervisor. 

The  drill  work  must  show  sharp,  clear  cut  lines, 
throughout,  indicating  the  employment  of  correct 
movement  and  sufficient  speed.  Pupils  should  make 
the  same  number  of  letters  and  words  on  a  line  as 
contained  in  the  Palmer  Method.  Uniformity  of 
slant,  size  of  capitals  and  small  letters,  combined  with 
smooth  lines  are  the  essential  features.  The  pupil's 
name,  name  of  school,  his  grade  and  complete  address, 
should  be  written  at  the  top  of  each  page.  All  final 
examination  papers  should  be  securely  fastened  to- 
gether with  paper  fasteners,  which  should  be  punched 
through  the  papers  and  secured  at  back.  The  paper 
should  not  be  rolled  but  should  be  sent  in  a  flat  pack- 
age. 

NOTE — Follow  instructions  given  in  the  Teach- 
ers' Manual. 

Grade  I. 

Class  B.     Palmer  Lessons  for  Primar)^'  Grades, 
pp.  12-18,  pencil. 
Class  B.  Palmer  Lessons  for  Primary  Grades,  pp. 
19-24,  pencil. 

Grade  H. 

Class  B.  Palmer  Lessons  for  Primary  Grades, 
pp.  32-48,  pencil. 

Class  A.  Palmer  Lessons  for  Primary  Grades, 
pp.  49-64,  pen. 

Grade  m. 

Class  B.   Palmer  Method  of  Business  Writing. 
Drills  1-12. 

46 


Class  A.    Palmer  Method  of  Business  Writing. 
Drills  13-25. 

Grade  IV. 

Class  B.    Palmer  Method.    Advance  Drills,  26-33. 
Review  Drills,  1-25. 

Class  A.    Palmer  Method  Advance  Drills,  34-39. 
Review  Drills,  1-25. 

NOTE — Every  pupil  should  endeavor  to  secure 
a  Palmer  Button  at  the  close  of  the  fourth  year. 

Grade  V. 

Class  B.    Palmer  Method,  Advance  Drills,  40-50. 

Review  Drills,  1-41. 

Class  A.     Palmer  Method,  Advance  Drills,  1-50. 

NOTE — Pupils  should  endeavor  to  secure  a  "Cer- 
tificate of  Improvement." 

Grade  VI. 

Class  B.    Palmer  Method,  Advance  Drills,  61-85. 
Review  Drills,  51-51. 

Class   A.     Palmer   Method,   Advance  Drills,  76- 
108.    Review  Drills,  41-100. 

NOTE — Pupil?  should  secure  the  Program  Pin, 
which  is  a  strong  testimonial  of  excellent  work  in  pen- 
manship. Pupils  securing  progress  pin  will  be  ex- 
cused from  further  penmanship  work  in  the  Lewiston 
schools. 


NATURE   STUDY — GEOGRAPHY. 

Geography  has  been  called  the  "scrap-bag"  of  all 
the  sciences,  and  in  many  respects  it  is  entitled  to  the 

47 


appellation.  Geography  is  the  story  of  the  environ- 
ment of  man,  and  yet  only  in  recent  years  has  the 
"human  element"  in  geography  received  deserved  at- 
tention. There  is  no  subject  taught  in  our  schools 
that  can  awaken  a  greater  enthusiasm  than  geography, 
rightly  presented.  Relate  all  the  work  in  this  subject 
closely  to  life.  Give  it  the  vital  touch.  Let  it  be  the 
study  of  man,  his  home,  his  activities,  and  the  forces 
and  processes  which  affect  him  in  some  significant 
way.  Supplement  the  work  presented  in  the  text,  in 
every  grade.  There  is  an  abundance  of  material  on 
every  hand :  newspapers,  magazines,  descriptive  rail- 
road circulars,  circulars  issued  by  immigration  agents 
and  by  cities ;  books  of  travel ;  weather  reports  and 
other  reports  and  pamphlets  innumerable.  Make  use 
of  pictures,  stereographs,  and  lantern  views. 

The  Lewiston-Clarkston  valley  will  furnish  first 
hand  material  to  illustrate  many  lessons.  Give  especial 
prominence  to  the  study  of  the  resources  of  Idaho  and 
of  the  Inland  Empire,  and  of  the  United  States  by  in- 
dustrial sections,  rather  than  by  states.  All  foreign 
countries  should  be  studied  with  that  degree  of  em* 
phasis  that  is  warranted  by  their  commercial  relation* 
ship  with  the  United  States.  Much  work  usually  out* 
lined  in  the  average  text  may  be  eliminated.  Current 
events  should  receive  due  attention.  Very  frequently 
it  will  be  well  to  transfer  the  study  of  geography  tem- 
porarily to  some  part  of  the  earth  where  general  at- 
tention has  been  attracted  by  the  travels  of  some  promi- 
nent man,  or  the  occurrence  of  some  catastrophe,  etc. 

Map  drawing  is  an  important  phase  of  geograph- 
ical work,  but  the  drawing  should  not  be  copying  or 
tracing — but  "memory-sketching,"  and  performed  with 

48 


such  rapidity  as  to  make  it  impossible  to  get  the  atten- 
tion focused  on  the  unimportant  details.  Much  labor 
and  time  have  been  virtually  wasted  because  pupils 
were  required  to  spend  a  great  deal  of  energy  and  time 
on  intricate  detail,  and  not  on  the  broad,  bold  and  ob- 
vious features.  When  completed,  the  product  should 
be  compared  with  the  original,  and  criticized  by  the 
pupil,  and  the  process  repeated ;  but  again  let  it  be  said 
that  the  purpose  is  not  to  get  a  finished  and  perfect 
product.  The  purpose  is  rather  to  get  a  usable,  mental 
image,  one  which  is  approximately  correct  in  all  essen- 
tial respects. 

Also,  a  great  deal  of  the  wbrk  of  learning  geog- 
raphy by  formula  may  be  eliminated.  Primary  ideas 
of  the  subject  are  not  developed  from  books  but  from 
things.  An  artistic  use  of  geographical  material  will 
teach  the  pupil  that  geography  is  not  in  a  hook.  Ob- 
servation should  go  before  all  other  forms  of  geogra- 
phical studies  and  prepare  the  way  for  them. 

The  term,  Nature-Geography  is  not  a  study  of 
books,  but  as  the  name  implies,  is  a  study  of  natural 
geographical  phenomena.  It  implies  a  study  of  nature 
itself,  at  first  hand.  The  methods  used  should  be  ob- 
servation and  experimentation.  Frequent  field  ex- 
cursions are  indispensable.  One  excursion  a  week  is 
advised.  Materials  may  be  collected  and  observations 
made  for  class  discussion  for  the  remainder  of  the 
week.  Every  excursion  should  be  personally  directed 
by  the  teacher  and  should  have  a  definite  aim  in  view. 
Even  in  the  lowest  grades  a  good  beginning  can  be 
made  by  leading  pupils  to  notice  the  time  at  which 
trees  put  forth  their  leaves,  fruits  begin  to  appear  in 
the  market,  the  state  of  the  weather,  position  of  the 

49 


sun,  and  the  like.  It  is  essential  that  children  observe 
the  real  things;  see,  hear,  feel,  know  through  their 
own  activities,  and  not  through  a  text  book.  The  pres- 
ence in  the  school  room  of  plants  and  blossoms  in  pots, 
fish  in  aquariums,  and  insects  in  boxes.  The  silk- 
worm for  instance,  and  the  like,  will  furnish  facilities 
for  nature  study  and  geography  work.  Much  of  the 
observation  and  experimental  work  will  furnish  good 
material  for  language  lessons,  and  later,  written  com- 
positions. 

Grade  I. 

Class  B.  Observe  and  study  physical  environ- 
ment of  school  house  and  play-ground :  the  kind  of  soil 
in  the  school-ground,  its  color,  texture,  and  fertility ; 
what  trees  and  other  plants  grow  on  or  near  the  school- 
ground.  Gather  and  study  some  appropriate  flowers 
and  use  these  as  the  basis  for  the  lesson.  Make  a  study 
of  the  Snake  and  Clearwater  rivers ;  observe  and  form 
correct  ideas  of  slopes,  hills,  mountains,  springs,  and 
brooks.  Draw  and  mould  in  sand  and  clay.  Study  a 
few  types  of  animal  life;  the  life  history  of  two  in- 
sects— butterfly  and  moth  suggested.  Observe  and 
study  types  of  birds — the  goldfinch  and  the  meadow 
lark.  In  color  work,  note  the  changes  in  the  color  of 
landscapes.  Observe  the  method  of  harvesting  one  or 
more  crops  in  the  fall,  and  follow  the  preparation  for 
market  and  for  consumption.  In  the  spring  do  some 
work  in  the  garden,  preparing  the  soil  and  planting 
the  crop.  Keep  weather  observations  throughout  the 
year  and  note  the  effect  of  changes  of  weather  on, 
plants,  animals,  and  people.  Occasionally  give  health 
talks  and  simple  rules  for  hygiene. 

50 


Class  A.  Keep  the  record  of  the  day  on  a  chart, 
as  fair,  clear,  cloudy ;  rain  or  snow ;  winds,  clouds  and 
their  work.  Sunrise,  sunset;  length  of  shadows  and 
relation  to  amount  of  heat  received  from  the  sun;  lo- 
cation of  the  north  star  for  the  purpose  of  keeping  di- 
rections ;  the  cardinal  points  of  the  compass ;  time  of 
day ;  long  and  short  days.  Visit  some  mill  or  factory 
and  describe  the  processesses  employed  in  making  the 
change  from  the  raw  to  the  finished  product.  Study 
shelter  of  man  and  animals.  Measure  the  school  room ; 
school  house;  school  grounds  and  draw  the  saipe. 
Make  rough  plat  of  map  of  Lewiston,  and  indicate  po- 
sition of  points  of  greatest  interest. 

Grade  II. 

Class  B.  Observe  and  study  weather  changes, 
cause  and  effect  of  rain,  frost,  hail,  dew.  Observe  and 
draw  the  different  kinds  of  clouds.  What  is  wind? 
Usual  directions  of  wind.  Strength  and  work  of  wind. 
Observe  the  change  from  day  to  night,  comparative 
length  of  days  in  summer  and  winter;  temperature  of 
morning  and  evening  compared  with  noon ;  winter  and 
summer.  Clearly  develop  the  following  geographical 
units  in  the  Lewiston  neighborhood,  and  have  them 
drawn  or  moulded :  hill,  mountain,  valley,  island,  river, 
etc.  Make  a  purposeful  study  of  flowers,  vegetables, 
fruits  and  grains,  fruit  trees,  shade  trees,  and  make 
a  detailed  study  of  one  type  of  each.  Study  carefully 
two  common  weeds  in  the  neighborhood.  Make  a  color 
study  of  some  object  in  nature,  use  crayons  and  water 
colors.  Make  observations  on  animal  life;  birds  of 
each  season.  Learn  to  identify  twelve  birds,  and  make 
a  careful  study  of  three  birds.  Note  and  study  the 
preparation  animals  make  for  the  winter ;  the  changes 

51. 


that  occur  in  the  spring ;  food  and  care  for  such  farm 
animals  as  horse,  poultry,  cow,  sheep,  etc.  Frequent 
field  excursions  are  necessary  in  all  this  work  to  make 
i*^  valuable.  Every  nature-geography  lesson  should  be 
made  a  lesson  in  expression.  Simple  laws  of  hygiene 
discussed  and  practiced. 

Class  A.  Temperature  changes,  read  the  thermom- 
eter. Compare  soil,  sand,  and  gravel.  Observe  phases 
of  the  moon.  Study  distances  from  Lewiston  to  the 
neighboring  towns,  the  nearby  hills  and  mountains. 
What  useful  or  beautiful  insects  live  in  the  neighbor- 
hood of  Lewiston.  Learn  to  recognize  six  additional 
birds;  study  their  habits.  Study  hibernating  animals 
of  this  region. 

Grade  m. 

Class  B.  If  pupils  have  actually  had  the  training 
provided  in  the  foregoing  outline  in  the  fundamental 
facts  and  laws  of  nature-geography,  we  can  now  easily 
introduce  them  to  the  work  as  outlined  in  the  first  two 
sections  of  Tarr  and  McMurray's  First  Book  in  Ge- 
ography, the  book  is  not  to  be  in  the  pupil's  hands,  but 
is  a  guide  for  the  teacher.  Remember,  however,  that 
you  are  studying  nature  and  not  the  book,  and  more 
and  more  extended  out-door  excursions  are  now  ad- 
vised. Visit  the  Snake  river  and  note  its  drainage  sys- 
tem, the  basin  drained,  the  slopes,  soil,  sand,  gravel, 
loam,  sandbars,  islands,  how  they  are  formed  and  how 
the  processes  are  actually  going  on.  Make  a  study  of 
mountains,  lakes,  deserts,  plains,  forests,  gulfs,  seas 
and  oceans.  Develop  the  meaning  of  mist,  fog,  cloud, 
rain,  hail,  snow  and  dew.  Supplement  the  work  out- 
lined in  the  first  three  sections  of  the  Home  Geog- 

52 


raphy  by  reading  stories  of  other  people,  and  manners, 
customs,  and  habits. 

Class  A.  Learn  the  history  and  workings  of  one 
local  industry  and  several  important  products  that  we 
export.  Visit  peculiar  physical  features  in  the 
Lewiston  locality:  canyons,  gorges,  river  delta,  old 
shore  line,  rock  quarries,  water  falls,  etc.  Make  a  col- 
lection of  seeds  that  (a)  fly,  (b)  float,  (c)  creep,  (d) 
roll,  (e)  cling.  Make  a  collection  of  moths,  butterflies, 
grasshoppers,  beetles,  bugs,  ants  and  wasps.  Complete 
the  work  as  outlined  in  sections  three  and  four  of  the 
Home  Geography.  Again,  be  sure  that  frequent  ex- 
cursions are  made.  Study  plant  and  animal  life. 
Grade  IV. 

Class  B.  Tarr  and  McMurray's  First  Book  in 
Geography.  Book  in  hands  of  pupils.  First  month, 
review  Home  Geography,  and  during  the  remainder 
of  the  semester  complete  the  work  to  p.  108. 

Class  A.  Tarr  and  McMurray's  First  Book. 
Complete  the  work  as  outlined  in  the  text  from  p.  108 
to  p.  172. 

Grade  V. 

Class  B.  T'^r  and  McMurray's  First  Book,  pp. 
172-216. 

Class  A.     1  arr  and  McMurray's  First  Book.    pp. 
215  to  end  and  review. 
Grade  VI. 

Class  B.  Tarr  and  McMurray's  Advanced  Geog- 
raphy, to  p.  119. 

Class  A.  Tarr  and  McMurray's  Advanced  Geog- 
raphy, to  p.  198. 

Study  State  Supplement  after  completing  study  of 
western  states. 

53 


SPELLING— WORD  STUDY. 

Spelling  is  one  of  the  essential  tests  of  education 
— the  failure  in  no  other  branch  of  learning  is  so  apt 
to  be  regarded  as  an  unmistakable  sign  of  illiteracy  as 
spelling.  A  regular  plan  should  be  provided  on  the 
program  for  persistent,  daily  drills  in  well  selected  and 
graded  words — the  number  being  kept  down  so  that 
real  teaching  is  possible. 

Some  pupils  are  ear  minded,  or  form  a  memory  of 
the  sound  of  letters ;  some  are  eye  minded,  or  must  see 
the  word  written ;  others  are  guided  by  motor  mem- 
ories of  the  brain.  In  general  it  is  found  that  the  im- 
pression made  through  the  ear  is  not  so  effective  as 
that  made  through  the  eye. 

Oral  spelling  furnishes  excellent  drill  in  pronun- 
ciation and  develops  the  memory  and  ear  training  and 
stimulates  the  competition  instinct. 

Written  spelling  is  more  instructive  than  oral 
spelling,  for  it  develops  the  power  of  paying  strict  at- 
tention, and  each  pupil  is  required  to  spell  every  word. 

The  written  and  oral  methods  should  be  combined 
so  that  the  best  from  each  should  be  secured.  Empha- 
sis should  not  be  placed  on  one  to  the  detriment  of  the 
other.  The  best  arrangement  would  be  to  use  the  writ- 
ten method  until  several  lessons  have  been  completed 
and  then  have  an  oral  recitation  covering  these  lessons. 

Pupils  should  be  taught  to  discriminate  between 
the  easy  and  the  difficult  words,  to  concentrate  their 
efforts  on  the  latter  and  not  waste  their  time  in  me- 
chanically and  monotonously  studying  words  they  al- 
ready know.  Each  grade  above  the  second  grade 
should  be  required  to  make  a  neat  small  booklet  and 

54 


from  time  to  time  enter  in  this  booklet  all  words  mis- 
spelled. At  stated  times  there  should  be  thorough 
drills  on  this  list. 

Use  of  the  Dictionary.  Since  the  first  grade  is 
the  beginning  of  considerable  independent  work  and 
the  pupils  in  this  grade  are  old  enough  to  make  intel- 
ligent use  of  the  dictionary,  its  use  should  be  care- 
fully taught  here. 

After  reviewing  the  alphabet  in  order,  the  pupil 
should  be  given  rapid  drills  in  turning  to  the  part  of 
a  book  where  a  certain  word  is  found.  Then  select 
several  words  beginning  with  the  same  letter  to  show 
that  the  second,  third  and  following  letters  help  deter- 
mine the  location  of  the  words.  This  work  should  be 
followed  by  exercises  in  syllabication,  pronunciation, 
and  use  of  dicritical  marks,  by  means  of  "key-words" 
at  the  foot  of  each  page  in  the  dictionary.  Give  care- 
ful supervision  and  drill  in  selecting  proper  defini- 
tions. In  succeeding  grades  pupils  will  be  trained  in 
the  skilful  use  of  the  dictionary,  by  calling  attention 
to  the  derivation  of  words,  by  explaining  the  abbrevia- 
tions  for  the  various  parts  of  speech,  and  by  instruct- 
ing them  to  interpret  the  definition  to  fit  the  context 
and  to  avoid  the  words  marked  "rare,"  "colloquial" 
and  "obsolete." 

Grade  I. 

Class  B.  For  the  first  term  the  spelling  should 
be  confined  to  visualization  exercises,  i.  e.  the  power 
of  seeing  the  word  correctly,  and  then  reproducing  its 
form  in  writing.  The  words  for  these  exercises 
should  be  selected  from  those  previously  developed  in 
the  reading  lessons  and  other  class  work;  hence  all 

55 


of  them  will  be  words  with  which  the  pupil  is  famil- 
iar as  to  prommciation,  meaning  and  use.  If  possible 
keep  a  list  of  these  words  on  the  blackboard.  Drill  on 
their  pronunciation  at  sight. 

Class  A.  Continue  the  plan  of  work  outlined  for 
Class  B.  Give  short  lessons  and  make  the  work  thor- 
ough. Have  oral  spelling  and  make  use  of  the  alphabet 
cards  at  the  seats. 

Grade  II. 

Class  B.  At  the  beginning  of  the  term  the  words 
of  almost  daily  use — found  in  the  course  of  spelling 
of  the  first  grade — should  be  thoroughly  reviewed. 
They  are  the  most  necessary  words  for  sentences.  Se- 
lections from  poems  taught  should  be  dictated  after 
the  words  are  thoroughly  mastered.  Drill  on  only  a 
few  words  at  a  lesson.  Make  the  drill  work  interest- 
ing. 

Class  A.  Continue  to  base  the  spelling  work  on 
the  reading  and  language  vocabulary.  Words  com- 
monly misspelled  should  receive  special  attention.  If 
possible  keep  a  list  of  all  new  words  on  the  board  for 
one  or  two  weeks  for  drill  in  pronunciation  at  sight 
and  spelling  from  dictation.  Give  frequent  drills  on 
phonics  as  a  separate  exercise. 
Third  Grade. 

B  Class.  During  this  term  the  teacher  will  sup- 
plement a  spelling  list  taken  from  the  reader  with  any 
of  the  material  found  in  the  first  fifty  lessons  of  "The 
Progressive  Course  in  Spelling."  Make  use  of  the 
author's  suggestions.    Text  in    hands  of  teacher  only. 

A  Class.  Teacher  will  supplant  the  spelling  lists 
gleaned  from  the  reading  and  other  work  with  any  of 

.      56 


the  spelling  macerial  found  in  the  "Progressive  Course 
in  Spelling,"  Lessons  51  to  91.  Text  in  hands  of 
teacher  only. 

Fourth  Grade. 

B.  Class.    American  Word  Book  to  lesson  44. 
A.  Class.     American  Word  Book,  lessons  44  to 
110. 

Fifth  Grade. 

B  Class.     American  Word  Book,  lessons  111  to 

149. 
A  Class.     American  Word  Book,  lessons  150  to 

189. 

Sixth   Grade   . 

B  Class.    American  Word  Book,  lessons   190  to 

228. 
A  Class.  'American  Word  Book,  lessons  229  to 

270. 


ART  WORK  . 

As  drawing  is  a  means  of  expressing  thought, 
the  work  should  be  closely  related  to  language  and 
other  studies  and  should  be  utilized  throughout  the 
course.  Its  application  to  all  forms  of  industrial  work 
should  not  be  overlooked.  All  grades  study  from  na- 
ture— -which  includes  landscape — trees,  and  flowers, 
from  object  and  life. 

In  the  primary  grades  much  emphasis  is  placed 
upon  the  freedom  of  expression  in  story  illustration 
and  sense  training  in  the  seeing  lessons. 

57 


In  the  upper  grades  there  is  more  stress  upon 
the  formal  work;  perspective,  lettering  and  design. 
Try  to  introduce  the  principles  of  good  composition  in 
the  very  lowest  grade,  but  no  formal  instruction  in  this 
subject  shall  be  given  below  the  fifth  grade. 

The  materials  used  are  water-color,  charcoal,  pen- 
cil, colored  crayon  and  paper  of  different  sizes  and  col- 
ors. 

Many  "Special  Days"  throughout  the  year  call  for 
appropriate  observance  in  the  making  of  programs  and 
gifts  and  the  drawing  time  and  materials  are  used  for 
these  things  and  the  direct  application  of  the  lesson 
made. 

Eighty  minutes  a  week  are  allowed  for  the  draw- 
ing lessons. 

Detailed  directions  for  the  work  of  each  grade 
are  issued  to  the  teacher  in  printed  outlines  and  in- 
structions are  given  to  the  teacher  at  the  regular  grade 
meetings.  The  teacher  will  save  each  set  or  prepare 
as  a  whole  and  in  the  given  numerical  order  so  that  the 
supervisor  may  follow  the  sequence  of  the  work.  When 
the  lesson  has  to  be  repeated,  save  only  the  second.  Op- 
tional or  supplementary  work  should  not  be  taken  up 
by  any  teacher  except  by  special  instruction  of  the 
grade  supervisor. 

Care  and  Use  of  Materials.  Pencils :  Pencils  for 
drawing  should  never  be  used  for  other  work.  They 
should  be  kept  well  sharpened  and  collected  at  the  end 
of  the  lesson. 

Color  Boxes :  Water-color  boxes  should  never  be 
put  away  soiled,  clean  carefully  at  the  close  of  the  les- 
son. 

58 


Brushes:  The  brushes  must  always  be  cleaned 
thoroughly  and  allowed  to  dry  in  a  point. 

Marking.  Teachers  should  see  that  the  pupil's 
name  is  marked  on  each  drawing.  Six  or  eight  repre- 
sentative drawings  should  be  selected  and  saved  from 
each  lesson  and  sent  to  the  supervisor  at  the  end  of 
each  six  weeks. 

Grade  I. 

B.  Class.  Free-hand  drawing  viith  much  black- 
board work,  in  which  the  large  muscles  of  the  hand 
and  arm  are  brought  freely  into  play  should  be  used. 
In  form  teach  circle  and  square. 

Color.  Teach  spectrum  colors.  Teach  use  of  the 
water-color  materials,  easy  mixing  of  colors  and  simple 
washes. 

Representation.  Represent  general  characteristics 
only,  combining  use  of  industrial  work  with  drawing. 
Modeling  should  precede  drawing  when  possible,  use 
such  objects  as  flowers,  fruits,  vegetables,  birds  and 
animals. 

A  Class.    Continue  the  suggestions  for  B.  Class. 

Design.  Many  simple  exercises  in  rhythmic  repe- 
tition and  good  spacing  should  be  used.  Make  use  of 
easy  line  borders. 

Color.  Easy  landscape  work  from  nature,  from 
dictation  and  memory.  Teach  terms,  distance,  fore- 
ground. Teach  mixing  of  colors  to  produce  green,  or- 
ange, violet.  Correlate  all  drawing  work  closely  with 
paper  cutting  and  language  work. 

Still  Life.  Draw  and  paint  simple  toys,  garden 
utensils  and  other  models  interesting  to  the  child. 

59 


Pose  Drawing,  Draw  simple  poses  in  shadow 
or  color  using-  either  brush,  crayon  or  charcoal  as 
medium.  Insist  upon  free  use  of  large  muscles  of 
hand  and  arm  in  drawing.  Much  free  work  at  black- 
board will  help  wath  this. 

Picture  Study.  As  a  specialty,  study  some  one 
picture  by  a  famous  artist.  Correlate  all  picture  study 
with  landscape  work. 

Orade  H. 

B  Class.    Continue  suggestions  for  First  Grade. 

Design.  Study  leaves  of  locality  for  form  and 
color,  as  maple,  catalpa  and  poplar.  Conventionalize 
and  use  in  decorating  booklets  and  mounting  borders. 
Make  simple  rug  designs. 

Color.  Continue  easy  landscapes  work.  Paint 
and  mount  apple,  pumpkin,  squash,  tulip,  autumn 
leaves. 

Printing,  As  preparation  for  making  booklet 
covers,  valentines,  etc.,  teach  simple  alphabet,  free  hand. 

Figure  or  Pose  Drazving.  With  tinted  paper  use 
crayons,  charcoal  or  brush.  Introduce  easy  animal  fig- 
ures. 

Picture  Study.  Study  two  selected  pictures  from 
famous  artists.    Correlate  with  language  work. 

A  Class. 

Continue  suggestions  for  First  B  Grade. — 
Design.     Conventionalize   in   simple   lines;   tulip, 
dandelion,  holly  and  various  leaves,     bse  results  in 
making  borders,  booklet  designs,  etc.    In  line  designs 
and  drawings  teach  triangle,  semicircle,  oblong. 

60 


Color.  Teach  mixing  of  shades  in  colors :  gray- 
green,  gray-orange,  gray-violet.  Make  application  of 
this  in  landscape  work  in  which  "sunset"  and  "even- 
ing," effects  are  introduced.  Combine  use  of  crayon 
and  water-colors  in  painting  spring  or  autumn  flowers, 
on  tinted  or  white  paper,  as  best  suited  for  harmonious 
results.  Use  grasses  and  leaves  in  shadow  on  gray 
paper. 

Picture  Study  and  Printing.  Follow  suggestions 
outlined  for  First  B  Class. 

Stick  Printing.    Introduce  easy  surface  design. 

Grade  HI. 

B  Class.  Continue  suggestions  for  Second  grade 
giving  exercises  to  develop  appreciation  of  good  pro- 
portion, shapes  and  grouping. 

Design.  Make  easy  surface  designs  for  face  veil, 
calico,  or  paper  to  cover  candy  box.  Conventionalize 
such  flowers  as  daisy,  horse-chestnut  buds,  and  apple 
or  cherry  blossoms,  using  results  for  decoration  of 
booklets  and  making  borders. 

Color.  Teach  new  color  effecfts,  as  gray-red, 
gray-blue,  gray-yelfow.  Make  landscape  drawings 
with  colorings  of  season.  On  gray  paper  draw  with 
pencil,  crayons,  or  brush,  slender  grasses  with  stems. 
Study  the  onion  for  beauty  of  color.  Paint  it  as  well 
as  other  vegetables  and  fruits,  in  mass.  Size,  shape 
and  arrangement  of  planting  should  be  carefully  con- 
sidered. 

Pose  Drawing  from  Life.  Paint  with  black  and 
one  color,  or  brown  and  one  color.  Work  for  new  dis- 
tribution of  values. 

61 


Picmre  Study.  Study  three  selected  pictures  from 
some  noted  artist  in  connection  with  language  work. 

A  Class.  Continue  all  lines  of  work  suggested  in 
Third  B  outline. 

Story  Telling  with  Brush  may  be  introduced  in 
this  grade,  (suggestions  in  special  outline  will  be 
given).  Make  graded  water-color  washes  and  deco- 
rate, for  construction  of  lanterns. 

Grade  IV. 

B  Class.    Continue  suggestions  for  Third  Grade. 

Design.  Use  block  printing  and  paper  cutting  in 
tinted  paper.  Results  may  be  used  in  construction 
work.  Introduce  some  easy  stencil  work.  (Special 
monthly  outline  for  this  work  will  be  furnished). 

Lettering.  Teach  plain  alphabet,  on  squared  pa- 
per. 

Color.  Give  special  attention  to  color,  harmony, 
using  colored  crayons  and  water  colors  as  medium. 
Use  tinted  paper  for  much  of  the  work.  Study  growth 
and  characteristics  of  such  trees  as  maple,  pine,  pop- 
lar, oak.  Make  tree  silhouettes  on  gray  or  tinted  pa- 
per and  mount.  Use  some  simple  grouping  of  vegeta- 
bles and  fruits,  giving  special  attention  to  group  ar- 
rangement and  spacing. 

Picture  Study.  Study  three  pictures  selected  from 
some  famous  artist  in  connection  with  language  work. 

A  Class.  Continue  suggestions  for  Third  Grade 
and  Fourth  B.  Grade. 

Pencil  Work.  Make  sketches  from  nature  of 
branches  and  buds,  stems,  grasses  and  flowers,  as  oats, 

62 


burr-grass,  canterbury  bells.     Make  simple  landscape 
sketches,  also  sketches  of  groups  of  fruits. 

Design.  Conventionalize  with  straight  lines  clover 
blossom  and  California  poppy  using  results  in  con- 
struction of  booklets. 

'  Stenciling.  Have  pupil  make  his  own  stencil  by 
drawing  and  cutting  out,  also  by  free  hand  cutting. 
Use  results  for  making  borders.  By  repeated  use  of 
stencil  make  a  surface  design  for  matting  or  linoleum, 

Lettering.  Continue  work  of  Fourth  B  Class  and 
use  on  book  covers^  valentines  and  special  programs. 

Grade  V. 

B  Class.     Continue  work  of  fourth  grade. 

Design.  Work  out  simple  surface  designs  on 
tinted  paper,  which  may  be  made  into  boxes  for 
Christmas  favors. 

Make  other  "allover"  patterns  suitable  for  per- 
cales, wall  paper,  and  carpets. 

Stencils.    Continue  work  suggested  in  Grade  IV. 

Landscape  Work.  Use  crayons  as  mediums  on 
tinted,  bogus  and  gray  paper.  Study  tone  in  "sunset" 
and  "cloud"  effects. 

Lettering.  Make  alphabet  on  squared  paper. 
Combine  "designed  units"  on  squared  paper  with  let- 
tering to  be  used  in  construction  work. 

Color.  Continue  work  of  lower  grades  in  water 
color  and  crayons,  teaching  tint,  shade  and  tone. 

Picture  Sthidy.  Three  selected  pictures  from  fa- 
mous artists. 

6Z 


A  Class.  Continue  work  of  outline  for  preceding- 
grades  in  color,  design,  pose  drawing  from  life,  and 
picture  study  work. 

Still  Life.  Draw  groups  of  two  related  objects; 
study  arrangement  carefully. 

Perspective.  Study  foreshortening  of  a  circle  in 
different  positions.  Students  should  be  well  grounded 
in  drawing  ellipses,  so  that  objects  with  circular  tops 
may  be  well  produced.  Cylindrical  shaped  objects 
should  be  given  special  attention  in  this  grade. 

Grade  VI.  , 

B  Class.  Continue  work  of  preceding  grades  in 
design ;  color  work,  using  both  water  colors  and  cray- 
ons; picture  study  work  correlated  with  language 
work. 

Landscape  Work.  Compositions  in  three  values. 
Use  as  a  medium,  water  colors,  crayons  and  pencils. 

Perspective.  Continue  study  of  ellipse  and  cylin- 
drical objects.  Give  special  attention  to  study  of  "rims 
and  handles"  from  objects,  also  objects  involving  the 
principle  of  the  cube. 

Still  Life.  Sketch  with  pencil  or  crayons,  groups, 
of  two  or  three  objects  which  seem  to  belong  together 
as,  bowl  with  one  or  two  apples  or  tomatoes.  Animal 
ard  pose  drawings  should  be  continued  either  in  shad- 
ow with  brush  or  pencil  outline.  Do  not  work  in  de- 
tail. 

Lettering.  Continue  the  work  on  squared  paper,^ 
of  the  previous  grade. 

A  Class.  Continue  work  as  outlined  for  B  Class 
with  suggestions  for  special  or  supplementary  work 
from  supervisor. 

64 


PHYSIOLOGY,  HYGIENE,  SAITITATION 

The  work  in  this  subject  should  be  closely  asso- 
ciated with  physical  training.  The  instruction  should 
be  along  positive  lines,  rather  than  along  negative 
lines.  The  thought  should  be  impressed  that  the  ideal 
is  a  strong  healthy  body,  rather  than  dwelling  on  things 
to  be  avoided. 

The  study  of  this  subject  will  fall  far  short  of  its 
purpose  unless  it  wins  the  individual  to  lead  a  life 
of  intelligent  conformity  to  the  laws  of  the  preserva- 
tion of  health.  Avoid  extravagant  statements  in  the 
teaching  of  effects  of  stimulants  and  narcotics.  It  is 
always  safe  to  tell  the  truth  based  upon  rational  and 
scientific  investigation,  but  unwarranted  statements  or 
exaggerations  may  do  positive  harm,  when  the  pupil 
finds  out  later  that  the  facts  were  misrepresented. 

In  the  elementary  school  the  chief  aims  are : 

To  interest  the  child  in  the  proper  care  of  his 
body. 

To  interest  him  in  simple  facts  concerning  the 
house  in  which  he  lives,  and  to  note  its  wonderful 
structure  and  its  adaptability  to  daily  use. 

To  teach  the  simple  laws  of  hygiene  and  sani- 
tation that  will  early  in  life  lead  to  the  formation 
of  habits  of  cleanliness  and  neatness  and  temper- 
ance in  all  things ;  so  that  he  may  enjoy  a  healthy, 
happy,  useful  life. 

Again  let  it  be  said  that  the  primary  purpose  of 
the  course  should  be  to  have  the  pupil  form  habits  of 
right  living  and  give  him  a  clear  conception  of  the  laws 
of  health.  The  present  tendency  in  the  teaching  of 
physiology  is  to  minimize  the  importance  of  anatomy 

65 


and  to  emphasize  the  side  of  sane  living.  In  fact,  the 
subject  is  only  rightly  taught  when  the  teachings  are 
reflected  in  the  daily  life  of  the  pupils.  The  work  of 
the  first  three  grades  should  be  confined  to  the  inter- 
esting health  talks,  given  by  the  teacher,  who  should 
encourage  a  general  discussion  on  the  part  of  the  pu- 
pils. The  topics  outlined  should  be  repeated  from  year 
to  year,  each  year's  work  being  adapted  to  the  under- 
standing of  the  pupils.  Only  by  repetition  can  right 
habits  become  fixed. 

Grades  I,  n  and  m. 

Care  of  Eyes:  Protected  by  brow  and  Iid» 
joy  of  sight,  positions  regarding  light  in  study  and 
reading,  avoid  contagion,  how  to  remove  foreign  sub- 
stances from  the  eye. 

Care  of  Ear:  Importance  of  good  hearing, 
use  of  the  ear,  care  of  the  ear,  cleanliness,  foreign  bod- 
ies, joy  of  hearing,  hear  good  and  not  evil,  avoid  blows 
on  the  ear. 

Care  of  Teeth  :  Reasons  for  decay  of  teeth, 
bad  effects  of  sweets,  care  of  teeth,  enamel  may  be 
broken  by  biting  hard  substances,  tooth  brush  and 
cleaning  teeth. 

Food  and  Eating:  Sense  of  taste,  proper 
choice  of  food — wholesome  and  unwholesome,  harm- 
ful foods,  necessity  for  slow  eating,  cheerful  frame  of 
mind  while  eating,  table  manners,  bad  effects  of  over- 
eating, food  too  hot  or  too  cold,  care  of  mouth  and 
throat,  dangers  of  common  drinking  cup. 

Bathing:  Necessity  of,  when  to  bathe,  how 
often,  etc.    Hot  and  cold  baths. 

66 


Care  of  Hair  :  Brushing  and  combing  the  hair, 
keeping  the  scalp  clean. 

Care  of  Nails:  Avoid  biting  the  nails,  how- 
to  remove  hang-nails,  cutting  and  cleaning. 

The  Nose:  Breathing — use  of  sense  of  smell 
for  enjoyment,  also  for  detection  of  foul  gases,  im- 
portance of  pure  air,  ventilated  rooms,  outdoor  sleep- 
ing, breathe  through  the  nose  not  the  mouth,  why? 
chest  measure  and  way  to  develop,  avoid  contagion, 
dangers  of  spitting. 

Clothing:  Clearness,  season  changes,  free- 
dom for  play,  deep  breathing,  etc.  Compare  with  Es- 
kimo, etc. 

Shelter:  Why  needed,  need  of  pure  air  em- 
phasized. 

Emergencies:  In  a  simple  way  a  number  of 
accidents  should  be  studied  with  a  view  to  treating 
them.  How  to  treat  cuts,  bruises,  sprains,  fractures,  to 
the  end  that  when  these  accidents  occur  the  children 
may  escape  any  fright  or  panic.  What  to  do  when  the 
clothing  of  a  person  takes  fire.  What  to  do  in  such 
conditions  as  fainting,  etc. 

Exercises:  Importance  of,  best  games  and 
plays,  dangers  of  over  exercise,  etc. 

Grade  IV. 

Class  B.  Primer  of  Hygiene  in  hands  of  pupil. 
Two  recitations  a  week.     First  half  of  book  completed. 

Class  A.  Primer  and  Hygiene,  completed.  Two 
recitations  a  week. 

67 


Grade  V. 

Class  B.  Primer  of  Sanitation  in  hands  of  pu- 
pils. Two  recitations  a  week,  first  half  of  text  com- 
pleted. 

Qass  A.  Primer  of  Sanitation  in  hands  of  pupils. 
•Two  recitations  a  week,  text  completed. 

Grade  VI. 

Classes  B  and  A.  Occasional  talks  by  teacher  on 
good  health,  sanitation,  hygiene,  with  special  attention 
to  emergencies  and  preventative  measures. 


ELEMENTARY  MANUAL  ARTS. 

The  purpose  of  the  course  in  Manual  Arts  is 
cultural,  not  utilitarian.  The  end  sought  is  not  so 
much  skill  as  the  development  of  the  child  through 
the  exercise  of  his  natural,  spontaneous  self-activity. 
The  aims  of  Manual  Arts  may  be  briefly  enumerated 
as  follows:  To  develop  habits  of  neatness  and  accu- 
racy. To  bring  the  child  in  touch  with  the  indus- 
tries of  the  world,  and  thereby  to  stimulate  an  inter- 
est in  and  respect  for  manual  labor.  To  develop  pa- 
tience and  perseverence,  emphasizing  that  it  takes 
time  to  do  a  thing  well. 

To  develop  the  aesthetic  and  moral  together  with 
the  practical  side  of  the  life  of  the  child. 

To  appreciate  worthy  products  in  constructive  art 
as  well  as  worthy  products  in  literature,  music,  history 
and  the  like. 

(This  point  has  the  same  relation  to  art  that  lit- 
erature has  to  language). 

68 


To  bring  the  school  and  the  home  into  close  har- 
mony through  the  construction  of  articles  of  value  and 
use  in  the  home. 

Grade  I. 

B  Class : 

Paper  cutting  and  folding. 

Spool  knitting. 

Paper  mat  weaving. 

Clay  modeling. 
A  Class : 

Mat  weaving,  continued,  securing  a  variety  of 
weaves. 

Making  and  furnishing  a  doll's  house. 

Sand  table  used  as  aid  to  study  of  primitive  life, 
as  Eskimo,  Arab,  etc. 

Observing  "Special  Days"  with  paper  cutting. 

Clay  modeling, 

NOTES  FOR  GRADES  I  AND  U 

Clay  Moulding  should  be  given  once  a  week 
during  October  and  November,  then  discontinued  at  a 
regular  period  after  that  date  until  the  spring  term. 
Model  fruits  or  vegetables  in  the  round,  simple  flowers 
and  animals  on  a  tile. 

Freehand  Paper  Cutting  should  be  used  as 
a  means  of  expression  of  nature  study,  language, 
history  and  literature.  It  should  also  include  some  def- 
inite study  of  masses. 

Weaving.  Tell  the  children  something  of  begin- 
nings of  weaving.  (See  "Occupations  for  Little  Fin- 
gers"). Emphasize  color  and  design  feature  of  the 
work. 

69 


Grade  U.  - 

B  Class. 

Hand  loom  weaving  of  hammocks  (original  de- 
sign or  arrangement  of  color). 

Free  hand  cutting  leading  to  illustration  of  stories, 
rhymes,  games,  etc. 

Observe  ''Special  Days"  by  paper  cutting  and  con- 
struction. 

Making  and  designing  cover  for  spelling  booklet. 
A  Class 

Rug  weaving  in  wool. 

NOTE — Before  beginning  have  each  child  work 
out  design  of  his  own  rug  on  paper,  then  do  wool  work 
from  this  copy. 

Make  and  design  booklet  for  language. 

Gay  modeling — more  difficult  problem.  Circus 
animals,  on  a  tile.  Story  illustration.  Ask  for  original 
idea  in  clay  modeling. 

Freehand  paper  cutting. 

Grade  m. 

B.  Class: 

Making  of  a  circular  picture  frame — wrapping 
cardboard  with  raffia. 

Stocking  cap  or  Tam  O'Shanter  designed  and 
woven. 

Making  and  designing  of  "Special  Day"  calendar. 

Clay  modeling — hand  pottery. 

Making  and  designing  language  booklet. 

A  Class : 

Knotting  of  raffia — covering  of  bottle  or  jar  with 
knotted  raffia,  knotting  a  shopping  or  school  bag. 

70 


Making  of  book  cover — simple  clover  design. 
Have  each  child  work  out  an  original  design  before 
taking  up  work  on  cover. 

Free  cutting  of  scenes,  memorized  or  stories  re- 
produced.    Mount. 

Make    and  design  "Special  Day"  post  card. 

Grade  IV. 

B  Class: 

Make  and  design  cover  for  booklet  in  which  small 
reproduction  of  famous  pictures  studies  are  mounted. 

Reed  baskets,  mat  or  tea  tile. 

"Special  Day"  booklet  with  original  block  print 
or  stencil  design. 

Make  and  design  book  mark. 
A  Class : 

Raffia  baskets. 

Make  and  design  book  cover  using  original  sten- 
cil for  decoration. 

Make  a  blotter  pad  using  design  in  block  printing. 

Make  "Special  Day"  calendar. 

Grade  V. 

B  Class: 

Make  paper  candy  box;  decorate  with  original 
surface  design. 

Make  raffia  basket. 

Make  and  design  cover  for  portfolio  in  which  to 
keep  drawings. 

Make  and  design  whisk  broom  holder. 

A  Class: 

Cardboard  construction  work.  Introductory  les- 
sons as  specially  outlined  by  supervisor. 

71 


Problems:    Report  care  holder. 

Square  box. 

Six  pointed  star. 

Pyramid. 

Candy  box. 

Card  basket. 
Grade  VI. 

Girls,  sewing,  see  High  School  outline. 
Boys,  shop  work,  see  High  School  outline. 


PHYSICAL  TRAINING  AND  PLAY. 

It  is  important  that  the  school  set  aside  regularly- 
recurring  periods  when  the  mind  can  be  rested  and  the 
body  strengthened  by  pleasing,  helpful  exercise.  In 
the  selection  of  muscular  exercises,  the  teacher  should 
take  those  which  tend  to  secure  for  the  child :  ( 1 )  ^ 
desirable  hygienic  effect  on  the  body  as  a  zvhole ;  (2) 
certain  desirable  special  effects,  most  important  of 
which  are  the  correction  and  prevention  of  faults  of 
form  or  carriage  of  the  body  at  rest  or  in  motion. 

To  obtain  the  first  of  these  two  results,  nothing 
can  take  the  place  of  the  rollicking,  romping  games 
which  are  played  out  of  doors.  An  abundance  of  ac- 
tive games  of  the  sort  ordinarily  played  by  school  chil- 
dren is  perfectly  safe  and  healthy,  when  not  carried  to 
extremes.  A  moderate  amount  of  fatigue  is  not  un- 
wholesome; but  in  general,  exercise  should  stop  short 
of  severe  fatigue. 

Each  teacher  should  interest  herself  in  the  out- 
door activities  of  her  children  and  seek  to  foster  in  her 

72 


pupils  a  wholesome  interest  in  such  forms  of  exercise, 
making  for  mental  relaxation  and  fine  physical  tone. 
She  will  find  that  with  thought  and  study,  she  can 
suggest  many  games  and  activities  to  her  classes  which 
will  prove  interesting  and  profitable,  and  at  the  same 
time,  indirectly  increase  her  hold  upon  the  affections 
of  the  children.  A  number  of  books  dealing  with  this 
important  phase  of  education  is  available,  and  should 
be  made  use  of  by  the  teacher. 

The  most  important  faults  of  form  and  carriage 
which  the  teacher  should  seek  to  correct  and  prevent 
(through  special  exercises,  regularly  given),  through 
continually  insisting  that  correct  position  in  sitting, 
standing  and  walking  be  maintained,  are  as  follows : 
(See  Hough  and  Sedgwick,  The  Human  Mechanism, 
Ginn  &  Co.) 

A.  The  failure  to  hold  the  neck  erect  (allowing 
it  to  bend  forward).  This  comes  from  the  fact  that 
the  weight  of  the  head  will  carry  it  forward  if  the  ten- 
dency is  not  corrected  by  the  proper  training  of  mus- 
cles of  back  and  trunk.  The  position  of  the  head 
usually  taken  in  reading,  writing  and  sewing  in  anoth- 
er cause  of  this  bad  habit. 

B.  Round  or  stoop  shoulders.  This  tendency 
may  be  due  to  various  causes — to  faulty  posture,  to 
weak  back  muscles,  to  contraction  of  the  muscles  of 
the  breast  and  in  some  cases  to  hereditary  structure. 
There  is  no  excuse  for  round  shoulders  among  healthy 
people.  Through  breathing  exercises  in  which  all 
portions  of  the  lungs  are  filled  and  through  exercises 
which  will  stretch  the  muscles  of  the  breast  and  devel- 
op those  of  the  back,  this  tendency  can  be  corrected 
in  a  large  measure.     In  order  to   succeed   entirely, 

7Z 


however,  the  teacher  must  insist  that  correct  habits- 
of  sitting,  standing  and  walking  be  formed.  Call  at- 
tention to  the  absurdity  of  using  shoulder  braces  for 
the  correction  of  round  shoulders. 

C.  Too  great  curvature  of  the  spine  "outward'' 
in  the  region  of  the  shoulders  and  "inward" 
in  the  region  of  the  abdomen.  A  certain  amount  of 
curvature  is  normal  in  these  regions,  but  there  is  us- 
ually a  tendency  to  excessive  curvature  in  these  parts, 
owing  to  the  weight  which  the  spine  supports.  To  sit 
erect  requires  an  effort  and  this  feeling  of  effort 
comes  from  the  fact  that  the  spine  is  kept  in  normal 
curvature  by  the  action  of  a  complicated  group  of 
muscles  and  ligaments  of  the  spine.  To  sit,  stand  or 
walk  erect  involves  activity  of  these  muscles.  When 
these  cease  to  act  the  faulty  curvature  becomes  more 
pronounced.  Hence  the  great  value  of  the  exercises 
which  tend  to  straighten  the  spine — exercises,  for 
example,  in  which  while  standing  on  our  feet,  we  try 
to  make  ourselves  as  tall  as  possible  by  our  muscular 
efforts.  An  exercise  such  as  this  trains  and  strength- 
ens the  muscles  in  use,  and  strengthens  the  other  set 
of  muscles  which  act  in  opposition. 

D.  Lateral  Curz'ature  of  the  Spine.  This  is  due 
to  the  muscles  and  ligaments  on  one  side  becoming 
shorter  than  those  of  the  other.  Nothing  is  more  re- 
sponsible for  this  than  improper  positions  at  the  school 
desk.  Through  careful  attention  to  correct  posture 
the  teacher  can  do  much  to  prevent  this.  Besides,  give 
active  exercises  which  will  strengthen  the  muscles  of 
the  spine.  Exercise  shows  that  these  movemnts  are 
best  in  this  connection  which  tend  to  elongate  the 
spine. 

74 


E.  Undue  protrudence  of  the  abdomen.  This  is 
due  to  weak  abdominal  muscles,  to  incorrect  habits  of 
breathing  and  to  undue  curvature  of  the  spine,  in  the 
abdominal  region.  The  correction  lies  in  breathing 
exercises  in  which  the  abdominal  muscles  act  at  the 
same  time  as  the  ribs  and  diaphragm,  and  in  move- 
ments to  prevent  undue  spinal  curvature.  These,  how- 
ever, like  all  corrective  exercises  must  be  followed  by 
maintenance  of  the  correct  position  of  the  trunk.  In- 
deed, it  may  be  said  that  the  most  important  factor  in 
securing  a  fine  carriage  of  the  body  is  to  bring  the 
conscious  attention  of  the  children  a  knowledge  of  the 
correct  postures  through  sensations  of  position.  The 
child  who  never  carries  his  shoulders  back,  who  doesn't 
draw  his  chin  in,  and  carry  the  crown  of  his  head  high, 
knows  nothing  of  correct  position  because  his  sensa- 
tions for  correct  position  are  lacking.  Hence  one  of 
the  first  steps  in  correcting  this  and  similar  faults  must 
be  to  experience  the  muscular  sensations  zvhich  come 
from  correct  carriage ;  and  the  more  frequently  these 
sensations  are  experienced,  the  more  likely  are  they  to 
replace  his  erroneous  judgment. 

From  what  has  been  said  it  will  be  clear  that  tho 
physical  exercises  of  the  school  room  should  be  directed 
towards  securing  work  for  the  big  muscles  of  the 
back  and  neck,  and  in  strengthening  the  muscles  of  the 
breast,  rather  than  to  the  excFcising  of  the  shoulder 
muscles  of  the  arms  and  legs,  which  can  be  safely  left 
to  the  activities  of  the  playground.  Teachers,  there- 
fore, will  be  required  to  devise  such  suitable  breathing 
and  muscular  exercises  and  to  give  them  to  the  chil- 
dren in  their  classes  at  regular  times  every  day.  As 
far  as  possible  when  giving  these  drills,  the  windows 

75 


and  doors  should  be  thrown  wide  open  to  the  fresh 
air ;  and  better  still,  have  the  drills,  if  it  can  be  done  at 
all,  conducted  out  of  doors  in  the  open  air.  The  best 
drills  for  correct  carriage  of  which  we  know  are  the 
''setting  up"  drills  regularly  given  to  the  recruits  of  the 
United  States  army.  Directions  for  these  drills  to- 
gether with  all  necessary  explanations  will  be  given 
from  time  to  time  by  the  physical  director.  Let  it  be 
remembered  that  each  teacher  is  to  conduct  the  physi- 
cal training  and  playground  work  for  the  pupils  of  her 
department  under  the  supervision  of  the  physical  di- 
rector. 

Suggestions : 

1.  Not  less  than  ten  minutes  daily  are  to  be  de- 
voted to  formal  gymnastics.  The  regular  recess  time 
must  not  be  used  for  this  work. 

2.  During  all  lessons  never  lose  sight  of  the  fact 
that  if  the  time  devoted  to  gymnastics  is  to  be  valuable 
to  the  pupil  the  work  must  be  well  directed  and  vigor- 
ous. 

3.  A  new  lesson  outline  will  be  begun  every  two 
weeks  under  the  direction  of  the  supervisor  of  physical 
training. 

4.  Recreation  drills,  breathing  and  relaxation  ex- 
ercises are  to  be  given  several  times  every  day  between 
classes  and  they  will  not  be  supplanted  by  the  exercises 
described  heretofore,  but  are  to  conform  to  the  direc- 
tions of  the  supervisor  of  physical  training. 

5.  Preferences  of  place :  First,  school  yard ;  sec- 
ond, a  special  room  or  hallway ;  last,  the  school  room. 

6.  Ventilation.  Under  no  circumstances  should 
physical  exercises  be  given  without  an  adequate  supply 

76 


of  fresh  air.    Open  the  doors  and  windows  and  keep 
them  open  as  long  as  conditions  will  allow. 

7.  Gymnastics  performed  indoors  must  of  neces- 
sity be  of  a  rather  limited  range,  confirming  them- 
selves to  calisthentics,  folk  games,  and  similar  tactics. 

8.  Extensive  work  in  running,  hopping  games 
and  similar  exercises  can  be  introduced  only  on  the 
playground.  In  yards  that  are  suitable  track  and  field 
work  should  be  taken  as  frequently  as  possible. 

NOTE. — Regular  organized  exercises  will  be  fur- 
nished each  teacher  from  time  to  time  by  the  super- 
visor of  physical  training. 


ETHICS— MORALS  AND  MANNERS. 

The  day  is  coming  when  man  will  be  valued  for 
what  he  is  and  not  for  what  he  has.  In  every  depart- 
ment of  teaching  the  most  important  aim  is  to  develop 
character.  Let  it  be  forever  borne  in  mind  that  what 
a  child  grows  to  be  is  of  far  greater  importance  than 
what  he  knows.  The  children  of  today  must  be  so 
trained  and  taught  that  they  will  develop  the  type  of 
character  that  will  lift  humanity  to  a  higher  plane  of 
living. 

Of  those  who  start  in  business  for  themselves, 
it  has  been  calculated  that  at  least  one-third  sooner 
or  later  fail.  Worse  than  that,  many  who  succeed  in 
making  a  living  fail  in  life.  They  may  be  what  the 
world  calls  successful  and  yet  find  life  more  or  less  a 
bitter  disappointment.  It  has  always  been  the  purpose 
of  the  American  school  system  to  prepare  for  success- 

77 


ful  living,  and  to  supply  to  the  pupil  the  necessary 
knowledge  by  training  his  powers  through  effective 
exercise,  and  by  developing  and  strengthening  the 
interests  and  tastes  that  will  enrich  both  his  leisure 
^nd  his  working  hours.  Frequently  there  is  not 
enough  conviction  in  the  minds  of  parents  and  teach- 
ers that  the  responsibility  of  the  child's  acts,  either 
good  or  bad,  rests  on  their  shoulders — that  the  final 
outcome  of  the  child's  life  depends  almost  entirely  up- 
on environment  and  influence  which  the  authority  of 
teachers  and  parents  provide.  Who  primarily  is  re- 
sponsible for  the  formation  of  the  child's  character? 
The  parents  and  teachers  are  the  guardians  of  the 
child's  future  herit^e  and  should  the  parents  fail  in 
their  duty,  the  teacher's  responsibility  is  doubled — 
pity  the  child  if  both  parents  and  teachers  fail  him. 

In  presenting  this  work  in  the  nature  of  lessons 
to  children,  great  care  should  be  taken  on  the  part  of 
the  teacher  that  right  impressions  are  made.  Extrava- 
gant statesments,  sentimentally,  and  controverted 
points  should  be  avoided.  Teachers  should  take  ad- 
vantage of  circumstances  that  arise  on  the  playground 
or  in  the  rooms  to  point  out  the  importance  of  right 
doing.  It  is  very  important  that  this  training  be  not 
presented  in  stilted,  formal  manner,  otherwise,  it  will 
be  worse  than  useless.  The  teacher  who  fails  to  make 
use  of  the  playground  work  as  a  means  of  cultivating 
character,  misses  a  rare  opportunity.  Watch  the  child 
at  play.  It  is  a  golden  opportunity  for  you  to  learn 
the  real  child,  his  likes  and  dislikes,  his  strong  and 
weak  traits.  In  his  games  and  play  you  have  an  al- 
most ideal  condition  for  cultivating  and  enthroning 
right  ideas  and  ideals  of  honesty,  fairness,  firmness, 

78 


fthe  square  deal,  protection  of  his  own  rights  and  con- 
sideration for  the  rights  of  others,  proper  and  just 
championship.  Unobtrusively  take  note  of  him  in 
assemblies,  in  crowds — is  he  bold  and  assertive,  or 
weak  and  timid  ?  Make  wise  use  ot  every  opportunity 
to  teach  him  how  to  behave  in  such  places.  Teach 
him  to  abhor  attracting  attention  to  himself  by  noise, 
or  misbehavior.  Teach  him  how  to  walk,  to  pass 
noiselessly  over  the  floor;  how  to  regulate  the  pitch 
of  his  voice  to  his  surroundings.  These  suggestions 
<io  not  mean  that  you  shall  rob  him  of  his  childhood, 
on  the  contrary,  there  are  times,  proper  times,  when 
children  may  shout  and  laugh  as  loudly  as  their  lungs 
permit  and  they  should  be  encouraged  to  do  so.  There 
are  times  and  places  when  children  should  romp  as 
wildly  as  their  muscles  will  let  them  and  they  should 
be  encouraged  to  do  so.  Every  considerate  teacher 
knows  when,  where,  how  much,  and  how  little.  The 
teacher's  mission  in  this  work  will  carry  her  to  the 
playground,  for  the  best  results  in  conduct  forming 
and  character  training  will  never  be  achieved  unless 
•precept  be  supplemented  by  the  "labratory  method." 

More  character  forces  are  made  and  unmade  on 
the  playground  than  most  people  dream  of.  Here  is 
the  place  to  get  at  the  real  child — to  catch  him  off  his 
guard — to  see  the  real  self  in  action.  Here  is  the  place 
to  discover  his  ideals  and  the  place  to  help  him  sup- 
plant the  lower  with  the  higher  ones. 

The  outline  of  the  work  in  Ethics  is  based  on 
Cabot's  "Ethics  for  Children" — an  excellent  presenta- 
tion of  the  work.  Let  the  work  have  a  regular  place 
in  the  program  at  least  twice  a  week,  oftener  if  pos- 
sible.   The  morning  periods  may  be  used.     Make  the 

79 


work   attractive,   happy,   healthful   and   yet   forceful. 
Present  the  work  in  the  form  of  stories,  talks,  discus- 
sions, dramatization,  and  games.     Each  year's  workj 
centralizes  around  one  general  theme,  and  the  author  | 
has  carefully  outlined  the  work  for  each  month  of  the 
year.    Follow  the  author's  plan  in  this  regard.    Avoid 
reading  the  lessons  from  the  book.    Carefully  prepare 
each  lesson.     Study  the  notes  to  teachers  and  the  in- J 
troductions  given  the  author.     Tell  the  stories.     Talk! 
to  the  children.     This  is  far  more  effective  than  so 
much  reading,  especially  in  the  lower  grades.     The 
teacher  must  enter  into  the  spirit  of  each  topic  pre- 
sented if  it  is  to  be  effective. 

Among  the  books   which   every   teacher  of   this 
work  should  have,  are : 

Poems  Every  Shild  should  Know,  by  Mary  E.  Burt. 

How  to  Tell  Stories  to  Children,  by  Sara  Cone  Bryant. 

World  Stories,  by  Joel  H.  Metcalf. 

The  Pig:  Brother,  by  Laura  E.  Richards. 

American  Book  of  Golden  Deeds,  by  James  Baldwin. 

The  School  Speaker  and  Reader,  by  William  DeWitt 

Hyde. 
Control  of  Body  and  Mind,  by  Frances  Gulick  Jewett. 

Outline  of  Central  Themes. 

GRADE  I.        Helpfulness. 

GRADE  II.     Home  Life. 

GRADE  III.  Work. 

GRADE  IV.    Golden  Deeds. 

GRADE  V.      Loyalty. 

GRADE  VI.    Friendship. 


MUSIC. 

Music  is  a  language  which  speaks  to  the  heart  and 
soul  of  every  nation.     It  must  be  presented  in  our 

80 


schools  as  a  language,  teaching  the  child  to  express 
himself  in  music  as  well  as  in  speech. 

The  day  is  past  when  intelligent  people  question 
the  value  and  uplifting  power  of  music  in  the  public 
schools.  On  every  hand  is  heard  the  call  for  music 
as  a  part  of  the  school  training,  calculated  to  best  fit 
the  pupil  to  lead  and  enjoy  life  to  its  fullest  extent. 

Music  is  the  language  of  the  emotions — the  spir- 
it— the  soul.  It  is  the  duty  of  the  public  schools  to 
guide  and  develop  the  higher  emotions  of  the  child 
through  the  medium  of  good  music  and  cultivate  in 
the  child  a  taste  for  the  best  in  music.  When  the 
emotional  life  is  wholesome,  strong  and  pure,  we  will 
have  not  only  created  an  appreciation  for  good  music, 
but  also  ideal  social  conditions  as  well. 

General  Suggestions. 

The  music  period  should  be  one  of  joy  and  enthu- 
siasm for  both  teacher  and  pupil.  The  lesson  should 
pass  off  with  energy  and  interest,  all  pupils  taking 
part. 

The  teacher  should  conduct  the  class  during  all 
song  singing,  either  with  baton  or  hand.  In  song  sing- 
ing, good  tone  quality,  correct  tempo,  good  enuncia- 
tion, correct  pronunciation  and  good  phrasing  should 
be  observed.  These  are  obtained  through  an  under- 
standing and  appreciation  of  the  text  and  a  desire  to 
give  those  listening  a  beautiful  and  correct  interpreta- 
tion of  the  song. 

Make  use  of  songs  children  most  enjoy  as  a 
morning  tonic  at  beginning  of  each  day's  work.  Re- 
member that  the  chief  function  of  teaching  music  is 
to  create  an  intense  enjoyment  of  it,  and  not  the  mere 

81 


mastery  of  technical  detail.  If  children  do  not  love  to 
sing,  something  is  wrong.  A  good  song  in  a  child's 
mind  is  one  of  the  greatest  moral  forces. 

Teachers  are  expected  to  teach  music  of  their  re- 
spective grades.  There  is  no  excuse  for  a  teacher  not 
being  able  to  teach  the  singing.  It  is  not  necessary 
that  the  teacher  be  an  accomplished  musician.  Many 
excellent  teachers  in  music  sing  very  little. 

[  ■  ^  General  Directions. 

i  (1).     Work  for  quality  rather  than  quantity  in 

public  school  singing.  Never  under  any  circumstances 
allow  the  pupil  to  use  harsh,  nasal  tones. 

(2).  Always  require  the  class  to  sit  straight  in 
seats,  holding  books  up  on  desks. 

(3).  The  pitch-pipe  should  always  be  used  in 
finding  the  key. 

(4).  Have  plenty  of  fresh  air  in  room  during  all 
singing  periods. 

(5).  Give  one  minute  of  each  lesson  period  to 
breathing.  Place  hands  on  hips  and  inhale  noiselessly 
through  the  nostrils  while  the  teacher's  hand  is  raised. 
Exhale  while  teacher's  hand  is  lowered.  Sustain  im- 
aginary feather  in  air  while  exhaling  slowly. 

(6).  Give  plenty  of  Rhythmic  Writing:  a.  Mem- 
orize song,  both  words  and  syllables.  Develop  Rhythm 
and  swing. 

b.  Prepare  staff  with  correct  key  and  meter  sig- 
natures. 

c.  Point  on  staff  as  song  is  sung  with  "loo"  or 
syllables. 

d.  Write  heads  of  notes  as  song  is  sung  with 
"loo"  or  syllables. 

82 


e.  Add  stems  to  notes  as  song  is  sung  with 
"'loo"  or  syllables. 

f.  Place  measure  bars  as  song  is  sung  with 
*ioo"  or  syllables. 

*    g.     Sing  from  completed  picture. 

(7).  Song  singing  is  one  of  the  strongest  social 
features  of  the  school  room.  If  properly  studied 
it  secures  unanimity  of  thought,  feeling  and  action. 
The  best  interpretation  can  be  had  only  when  song  is 
memorized  and  conducted  by  the  teacher.  The  tempo 
of  the  song  should  be  the  tempo  of  the  words  when 
spoken.  Good  phrasing  should  be  carefully  observed ; 
clear  ,  distinct  enunciation  and  correct  pronunciation 
help  greatly  in  securing  good  tone  quality.  If  the  text 
is  not  well  rendered,  the  song  lacks  vitality  and  good 
form.  Pure  introduction  and  good  tone  quality  can  be 
secured  only  when  there  is  keen  interest  and  mental 
alertness.      Never  sing  beyond  the  point  of  interest. 

(8).  In  developing  the  study  of  song,  learn  song 
by  rote,  both  words  and  syllables.  In  developing  that 
follows  sing  song  with  syllable  or  loo,  not  with  the 
words.  Sing  and  listen  for  song  pulses.  Determine 
kind  of  measure  and  swing,  rhythm.  Place  staff  with 
correct  key  and  meter  signature  on  black  board. 
Teacher  writes  song  rhythmically  while  class  sings 
song  with  the  picture  and  use  phrases  for  ear  train- 
ing and  pointing.  In  second  grade,  A  division,  have 
children  take  books  and  sing  from  printed  page  after 
having  learned  words  and  syllables  by  rote.  In  third 
grade,  learn  song  by  rote  with  books  in  hands  of  chil- 
dren. Bring  out  all  technical  points  of  song.  Beyond 
the  third  grade  the  study  of  the  song  should  be  sight- 

83 


reading  on  part  of  the  class.  The  teacher  may  pre» 
pare  them  by  bringing  out  all  the  technical  points  of 
the  song  through  observation  work.  If  class  reads 
slowly,  let  them  read  the  song  through  silently  several 
times  before  singing. 

(9).     Give  ear-training  exercises  daily. 

(10).  Require  memory  work  at  least  once  a 
week. 

(11).  Require  individual  work  in  all  grades,  es- 
pecially first  five  years. 

(12).     Use  the  Victrola  as  much  as  possible. 

OUTLINE  OF  WORK 

Aim:  To  develop  the  inhabitant  musical  nature  of 
the  child. 

Process:  Work  from  the  known  to  the  unknown,  pre- 
sent the  thing  before  the  name,  developing: 

(1).     Rhythm. 

a.  Through  reciting  Mother  Goose  Rhymes. 

b.  Phrases    in    songs. 
(2).     Metre. 

a.  Marching. 

b.  Clapping. 

c.  Swinging  circles  in  air  and  on  board. 

d.  Folk  games. 
(3).     Pitch. 

a.     Through  songs  illustrating  scale  and  tonic  ar- 
peggio. 

1.  Singing  of  syllables  as  such. 

2.  Visualization  on  staff. 

Give  many  rote  songs.      (Songs  to  be  used  found  in 
outline).     Use  the  Victrola  a  great  deal  especially  during 
rest  period,  in  order  that  children  may  form  habits  of  list- 
ening to  music. 
Material  used: 

Songs   of  the   Child  World,   Gaynor.     No.    1   and 

No.  2. 
Churchill-Grindell.     No.  1  and  No.  2. 
Primer.     Alys  Bentley. 

84 


Primer.     Modern  Music  Series. 
Lilts  and  Lyrics.     Gaynor. 

GRADE  II. 

Follow  logically  work  of  the  First  Year. 

(1).     Rote  Singing.      (Songs  to  be  learned  found  in 

outline.) 
(2).     Simple  songs  to  illustrate  thythmic  figures. 

a.  Learn  song  by  rote. 

b.  Learn  name  of  notes  by  rote. 

c.  Discover  metre  and  swing  it. 

d.  Teacher  writes  song  on  staff  while  children 

sing. 

e.  Have  children  place  circles  under  notes. 

f.  Have    children    dot   accent   tones,    then    place 

measure  bar  and  metre  signs. 
(3).     Give  memory  work  at  least  once  a  week. 
( 4 ) .     Last  half  of  year,  have  children  find  all  songs  in 
their  books, 
a.     Point  with  their  finger  as  they  sing.    Teacher 
stands  in  back  of  room  in  order  to  watch 
each  child  carefully. 
(5).     Individual  work  with  phrases. 
(6).     Ear-training — Find    songs    while   teacher   sings. 
(7).     Material  used: 

Congdon's  Music  Primer. 
Primer,  Modern  Music  Series. 
Gaynor,  Songs  of  the  Child  World. 
Lilts  and  Lyrics. 

GRADE  III. 

(1).     More  advanced  rote  songs. 

(2).     Second  grade  rote  songs  used  for  study  songs. 

(Follow  directions  in  outline). 
(3).     Present  the   pulse  and  a  half  best,   two   pulse 

beat,  the  divided  beat  and  rests. 
(4).     Writing  of  songs  in  rhythm. 

a.  Sing  songs, 

b.  Point  songs 

c.  Write  songs.     (Follow  directions  in  outline.) 
(5).      Ear  tests  and  rhythm  tests  given  weekly. 
(6).     Learn  key  signature  of  song^  studied. 

(7).     Give  a  great  deal  of  memory  Work. 
(8).     Use  Victrola  as  much  as  possible. 
(9).     Material  Used: 

Lilts  and  Lyrics,  Gaynor. 

85 


Songs  of  the  Child  World. 
Primer,  Modern  Music  Series. 
Churchill-Grindell.  No.   2 

GRADE  IV. 

(1).     Rote  Songs. 

(2).  Study  songs  pointed  but  not  written.  Give  much 
observation  work  before  pointing,  bringing  out 
all  technical  points.  Much  individual  singing  of 
phrases. 

(3).     Memorize  all  key  signatures  used  in  songs. 

(4).     Game  idea. 

a.  Use    phrases    of    songs    for    individual    work. 

Arrange  girls  against  boys,  or  A  class  against 
B  class,  or  any  way  teacher  thinks  best. 

b.  Give  proficiency  cards  to  child  or  division 
winning  most  points.  Give  this  game  once  a 
week.  To  those  who  are  backward  in  sing- 
ing of  phrases  give  an  extra  study  period  dur- 
ing week. 

(5).     Key   Study.      Sing   and    point   scale.      Sing   and 

point  chord  melodies:     135,  468,   572,  81. 
(6).     Chord   Progressions.     Tonic   chord   in   its  three 
positions:      135,   358,   583.      Progression  from 
Tonic  to  Sub-dominant.     First  position:   135, 
146,  135. 
(7).     Pointing  of  melodies  in  blank  staff. 
(8).     Special  attention  to  rhythmic  figures  used. 
(9).     Material  used: 

First  Book,  Modern  Music  Series. 

Lilts  and  Lyrics,  Gaynor. 

National  and  Folk  Songs.     (Found  in  Outline). 

GRADE  V. 

(1).     Rote  Songs. 

Teach  as  many  as  possible  from  books  which 
may  be  placed  in  hands  of  children.  Have 
children  follow  carefully  both  words  and 
music  while  teacher  sings  song  several  times, 
then  have  children  sing  a  phrase  at  a  time. 
Always  memorize  the  rote  songs. 

(2).     Carry   on   chord   work   begun   in   fourth   grade. 
(Follow  carefully  instructions  in  outline). 

(3).     Emphasize  two  part  work.     Have  parts  learned 
together  and  not  separately. 

(4).     Memorize  absolute  pitch  of  scale. 

86 


(5).     Scale  Formation  study. 

(6).     Study  of  twice  divided  beat,  tie,  slur  and  rests. 
(7).     Memory  work  and  ear  tests  given  weekly. 
vS).     Material  used: 

Second  Book  Modern  Music  Series. 

GRADE  VI. 

(1).     Rote  Songs.      (Found  in  outline). 

(2).     Continuation  of  chord  progressions.     (Found  In 

outline). 
(3).     Singing   of   three   parts,    learned    together.      Do 
not  take  separately.     Sing  an  entire  phrase 
at  a  time.     Do  not  take  measures  separately. 
(4).     Memory  and  ear  tests  given  often. 
(5).     Continue  study  of  key  formation. 
(    ).     Material  used: 

Alternate  Third  Book,  Modern  Music  Series. 
The  Coda,  Ginn  &  Co. 


The  Secondary  School 

Introduction. 

The  American  school  system  is  in  the  process  of 
undergoing  a  radical  reorganization,  in  the  endeavor 
to  adjust  itself  to  the  needs  and  demands  of  modern 
industrial  life. 

For  many  years  at  every  national  educational 
meeting,  the  problem  of  lengthening  the  secondary 
course  of  study  has  been  a  subject  of  vital  interest — 
like  Banquo's  Ghost  it  would  not  down — and  today  the 
sentiment  in  its  favor  has  grown ,  to  an  extent  that 
makes  it  almost  unanimous. 

Today,  in  nearly  every  city  in  the  land,  there  is 
going  on  a  movement  of  reorganization  of  school 
work  that  looks  toward  an  equal  division  of  time  be- 
tween the  elementary  school  and  the  secondary  school. 
There  is  nothing  in  pedagogy  or  phychology  that  jus- 
tifies the  eight  year  elementary  school  and  the  four 
year  high  school. 

A  score  or  more  of  representative  cities  have  dur- 
ing the  past  few  years,  thoroughly  tested  the  merits  of 
the  plan,  and  in  every  instance  reported  there  is  en- 
thusiastic approval.  It  awakens  a  vital  interest  in  the 
work  and  keeps  the  boys  and  girls  in  school.  In  every 
instance  the  Junior  High  School  enrollment  was  more 

88 


than  doubled  in  two  years  time.  The  Grand  Rapids, 
Michigan,  junior  high  school,  during  the  past  two 
years,  has  grown  from  an  attendance  of  430  to  an  at- 
tendance of  851.  Los  Angeles  made  a  much  greater 
gain.    Many  other  cities  made  similar  showings. 

The  plan  is  a  good  one.  It  is  feasible,  just  and 
advantageous. 

The  Lewiston  secondary  school  will  offer  six 
years  of  work  in  differentiated  courses  leading  to 
various  goals.  The  course  includes  certain  fundamen- 
tal subjects  required  of  all  pupils,  but  throughout  the 
course  an  increasingly  wide  range  of  electives  is  of- 
fered, subject  to  carefully  supervised  election. 

The  general  experience  of  schools  using  this  plan 
demonstrates  the  fact  that  it  is  wise  to  divide  the  sec- 
ondary work  into  two  administrative  units  of  three 
years  each — the  junior  high  school  and  the  senior  high 
school.  Each  has  its  own  principal  assembly,  labora- 
tory and  equipment,  and  each  working  in  the  atmos- 
phere of  a  world  of  its  own — yet  each  supplements  the 
other  by  close  cooperation  in  general  work. 

It  will  be  well  if  this  work  is  planned  so  that  sev- 
eral teachers  in  the  senior  high  may  each  teach  at 
least  one  class  in  the  junior  high  school,  and  vice 
versa.  This  interchange  is  beneficial  to  both  teachers 
and  pupils  because  it  gives  a  larger  horizon  and  a 
broader  sympathy. 

The  lengthened  course  of  study  for  the  secondary 
school  is  a  definite  constructive  effort  to  answer  the 
wide  spread  criticism  inveighed  against  the  schools.  It 
seeks  by  creating  a  live  interest,  to  carry  the  student 
safely  over  the  break  between  the  elementary  school 
and  the  high  school. 

89 


The  junior  high  school  is  the  crux  of  the  entire 
reorganization  movement.  Here  is  the  place  for  the 
wisest,  ablest  teachers  available,  who  will  exercise  un- 
usual care  and  sympathy  in  introducing  the  pupils  tc 
depar'jnental  teaching  and  individualistic  work  of  a 
prevocational  nature — in  which  the  pupils  have  an 
opportunity  to  try  their  powers,  test  themselves,  find 
themselves,  as  it  were. 

Ex-President  Elliot  of  Harvard  University,  in  a 
recent  address,  said,  "The  junior  high  school  plan  is 
of  vital  importance,  because  it  tends  to  do  away  with 
the  sharp  distinction  between  the  elementary  school 
and  the  high  school.  It  also  tends  toward  the  earlier 
introduction  of  many  subjects  now  reserved  for  the 
high  school — a  reservation  which  is  not  only  extremely 
unphilosophical,  but  also  practically  inexpedient." 

The  junior  high  school  is  charged  with  the  re- 
sponsibility of  creating  a  live  interest  in  the  work; 
giving  it  the  vital  touch ;  developing  a  high  sense  of 
individual  responsibility  and  a  serious  attitude  toward 
the  work.  There  are  always  some  pupils  in  the  gram- 
mar grades,  especially,  who  have  lost  step,  because  of 
some  unfortunate  environment  or  heredity,  or  sickness, 
or  other  cause ;  and  for  these  the  plan  of  promotion  by 
units  of  subjects  will  offer  an  opportunity  of  getting 
into  line  again. 

Vocational  guidance  work  will  be  done  by  means 
of  the  work  in  English,  and  is  under  the  direction  of 
the  teachers  in  charge.  No  effort  is  made  in  this  work 
to  have  each  boy  and  girl  choose  a  definite  vocation 
but  a  strong  effort  will  be  made  to  arouse  in  him  a  de- 
sire to  be  something  worth  while. 

90 


The  junior  high  school  should  greatly  transcend 
the  grammar  school  work  now  being  done,  in  prepar- 
ing the  pupil  to  take  up  the  tasks  of  life  successfully, 
if  he  must  leave  school  at  this  time ;  or  if  he  enters 
the  senior  high  school,  to  enter  it  at  a  much  higher 
level  than  at  present. 

The  senior  high  school  is  charged  with  developing 
a  spirit  of  enthusiasm  that  will  make  every  boy  and 
girl  who  is  prepared  for  the  work  eager  to  enter. 
Here  the  work  must  have  a  wide  range  of  interests  to 
fit  the  deman^  of  various  groups  of  activities.  The 
boys  and  girls  are  verging  on  the  threshold  of  adult 
life.  The  vocational  nature  of  work  must  be  strongly 
presented  here.  Let  every  student  be  given  oppor- 
tunity time  and  again  to  become  interested  in  some 
special  work  or  goal  of  activity.  Primarily  the  aim 
of  the  senior  high  school  is  to  prepare  its  students  for 
life. 


The  High  School 

PROGRAM  OF  STUDIES. 


JUNIOR  HIGH  SCHOOL. 


Junior  I 

Periods 
Required  Per  week 

English 5 

Mathematics  . 5 

History-Geography    ...    5 

Music 

Penmanshtp 

Physical  Education 

Elective 10  or  5 


Periods 
Per  week 


Elective 

German 5 

Spanish 5 

Latin 5 

Sewing 2 

Cooking 2 

Shop  work  and  drawing  4 
Fine  and  Industrial  Arts   1 


20 


Junior  II. 


Periods 
Required  Per  week 

English 5 

Mathematics 5 

American    History    and 

Citizenship   %  yr. .      5 
General  Science    %   yr.     5 

Music 

Physical    Education    .  . 
Elective 10  or  5 

20 


Periods 
Elective  Per  week 

German 5 

Spanish 5 

Latin 5 

Sewing 2 

Cooking 2 

Shop  work  and  drawing  4 
Fine  and  Industrial  Arts   1 


92 


Junior  HI. 

Periods 
Required  Per  week 

English 5 

Music 

Physical   Education    .  . 
Elective  .  , 20  or  15 

20 


Periods 
Elective  Per   week 

German 5 

Spanish 5 

Latin 5 

Greek  and  Roman  His- 
tory     6 

Biology 6 

Algebra    ,    5 

Commercial  Geography 

Vz    year    5 

Commercial    Arithmetic, 

V2    year    5 

Cookery  and  Sanitation  4 
Shop  work  and  drawing  4 
Fine  and  Industrial  Arts  1 


SENIOR  HIGH  SCHOOL. 


Senior  I. 

Periods  Periods 

Required  Per  week  Elective  Per   week 

English   (including                         German 5 

Word    Analysis)     ...    5          Spanish 5 

Physical    Education                        Latin 5 

Elective 20  orl5         Agriculture  or  Botany  ..  5 

—          Plane   Geometry    5 

20          Bookkeeping  %  or  1  yr.  5 
History: 

European,  ^  year  ...  5 

English    and    Modern  5 

Astronomy,    %    year    .  .  5 

Physiology,    %    year    .  .  5 

Dressmaking 5 

Cabinet  making  and 

designing 5 

93 


Senior  II. 

Periods  Periods 

Required  Per  week  Elective  Per  week 

English    5  German 5 

Physical    Education  Spanish 5 

Elective 20  or  IC  Ldtin 5 

—  American    History   and 

20  Civics 5 

Advanced    Algebra, 

%    year 5 

Solid    Geometry, 

%    year 5 

Psychology,    %    year    .  .    5 

Ethics,    %   year   5 

Chemistry   or   Physics.  .    5 

Stenography 5 

Typewriting 5 

Music 2 

Chemistry  and  Physics 

of  the  Home 5 

Cookery   and   Household 

Management 2 

Domestic  Art 3 

Forging 5 

or  Turning  and  pattern 

making  .   ,    5 

Senior  HI 
Periods                                             Periods 
Required            Per  week              Elective             Per   week 
Physical    Education                       German    (College   Ger- 
Elective 25  or  20  man)     5 

—  Spanish,    (College  Span- 
20  ish)    5 

Latin  (College  Latin) .  5 
Physics  or  Chemistry.  5j 
Economics,  %  year  ....  5 
Sociology,  %  year  ....  5 
♦  Trigonometry,     %    year.    5 

Stenography 5 

Typewriting    and    office 

training 5 

Commercial  Law,    %   yr.   5 
Any  suitable   secondary- 
subject   or  work    ...    5 
Millinery  and  Costume 

making 5 

*  House    Construction, 

^!  year 5 

Cement  work,   %  year  .    5 

94 


ENGLISH 

High  School  English  has  two  ends  to  accomplish: 
( 1 )  to  lead  the  pupil  to  a  power  of  expressing  himself  in  a 
natural,  agrreeable  form,  both  oral  and  written;  (2)  to  ac- 
quaint him  with  literature  and  mold  his  taste  for  his  future 
reading. 

Inasmuch  as  every  teacher  is  a  teacher  of  English 
and  the  great  drill  and  discipline  in  the  use  of  correct 
English  is  derived  outside  of  the  formal  English  class,  close 
correlation  of  all  work  with  the  English  department  and 
great  vigilance  on  the  part  of  all  teachers,  are  required  in 
order  that  the  work  taught  in  the  formal  English  classes 
may  not  be  abstract. 

The  High  School  course  does  not  aim  to  produce 
poets  and  novelists  but  to  give  facility  in  the  mother  ton- 
gue. An  effort  must  be  made  to  secure  habits  of  clear, 
concise,  adequate  expression  in  all  their  work. 

No  written  work  should  be  assigned  in  any  subject 
unless  it  can  be  given  the  teacher's  criticism.  Nor  should 
any  teacher  accept  written  work  of  any  form  unless  it 
meets  with  the  requirements  set  by  the  English  depart- 
ment. The  oral  English  of  the  English  ola^s  must  be  the 
oral  English  of  the  school.  Correlation  of  work  is  the  only 
thing  that  can  bring  this  about. 

In  the  three  years  in  the  Junior  High  School,  a  definite 
plan  of  correlation  will  be  followed,  and  such  a  habit  of 
careful  expression  developed  that  it  can  be  easily  main- 
tained through  the  following  years  without  so  much  at- 
tention. 

This  course  in  English  includes  grammar,  reading, 
spelling,  composition  and  literature;  a  relative  amount  of 
each  being  provided  for  each  semester's  work  throughout 
the  six  years  of  High  School. 

Spelling. 

Junior  High  School: 

One  period  per  week.  No  text  is  used  and  work 
lists  are  prepared  to  suit  the  needs  of  the  pupils  in  the 
building  of  his  vocabulary.  The  list  should  not  exceed 
fifty  words  a  week.  The  simple  rules  for  spelling 
some  classes  of  words  should  be  taught  and  applied. 

The  use  of  a  dictionary  should  be  frequent  and  the 
history  of  words  commenced.  Complete  American 
word  book,  7th  year. 

95 


Senior  High  School: 

A  regular  weekly  spelling  period  of  at  least  fifteen 
minutes  should  be  maintained  in  the  English  classes 
giving  lists  of  words  from  the  current  work. 

Grammar. 

Junior  I,  B  and  A: 

Only  such  formal  work  as  is  given  in  Live  Lan- 
guage Lessons. 

Analysis  of  sentences  as  to  meaning. 

Drill  on  parts  of  speech. 

Study  special  forms  of  modifiers. 

Junior  II,  B: 

Buehler:     Modern  English  Grammar,  Revised. 
Two  periods  per  week,  complete  Chapter  V. 

Junior  II,  A: 

Same,  and  complete  text. 

During  following  years  the  formal  grammar  work  is 
incidental  and  largely  transferred  to  the  Foreign  Lan- 
guage study.  However,  the  teacher  is  expected  to  keep  the 
basic  principles  in  constant  review,  clinching  any  word  or 
sentence-form  in  their  minds,  by  the  occasions  that  arise  in 
the  current  literature  and  composition  work. 

READING  AND  LITERATURE. 

In  this  schedule  of  the  reading,  its  extensiveness  rather 
intensiveness  is  emphasized  in  the  Junior  High  school. 
Each  semester's  work  throughout  the  course  is  grouped 
about  some  particular  form  of  disclosure  and  arranged 
so  that,  as  the  youth's  experiences  of  life  become  more  in- 
tricate, they  find  the  expression  of  it  in  their  reading. 

The  expansion  of  intellect  and  emotions  means  the  ex- 
pression of  character. 

The  history  of  Literature  is  made  incidental  to  the  lit- 
erary form  and  content. 

A  library  list  for  the  collateral  reading  is  provided 
for  each  semester's  work  and  is  closely  associated  with 
the  form  or  content  under  study. 

JUNIOR  I.  B. 

Emphasis — The  Story  in  prose  and  poem. 
Correlation — Geography-History. 

96 


Head: 

Lamb — ^Tales  from   Shakespeare. 

Lon^ellow — The  Courtship  of  Miles  Standish. 

Hale — A  Man  Without  a  Country. 

Dickens — The   Christmas  Carol. 

Riley — Selections^ 

Searson  Reader— Selections. 

Library  List: 

Aldrich — The  Story  of  a  Bad  Boy. 

Barbour — For  Honor  of  the  School. 

Barbour — ^Winning  Hi«   "Y". 

Custer — Boots  and  Saddles. 

Dodge — Hans  Brinker  of  the  Silver  Skates., 

Eggleston — Hoosier  School  Boy^ 

Earle — Customs  and  Fashions  o*f  Old  New  England. 

Eastman — ^An  Indian  Boyhood. 

Martin — Emmy  Lou. 

Joaquin  Miller — True  Bear  Stories. 

Pyle — Merry  Adventures  of  Robin  Hood. 

Parkman — 'The  Conspiracy  of  Pontiac. 

Parkman — ^La  Salle  and  the  Discovery  of  the  Great 

Northwest. 
Rice — Mrs.  Wiggs  of  the  Cabbage  Patch. 
Swift — Gulliver's  Travels. 
Van  Dyke — The  Other  Wise  Man. 
Wiggin — Susanna  and  Sue. 
Kelley — Little  Citizens. 

JUNIOR  I,  A. 

Emphasis — The  Story  in  prose  and  poem. 

Correlation — Geography-History. 
Read: 

Hawthorne — Twice  Told  Tales. 

Coleridge — The  Ancient  Mariner. 

Tennyson — Enoch  Arden. 

Franklin — ^Autobiography^ 

Field — Selections. 

Searson  Reader — Selections. 
Library  List: 

Aldrich — Marjory  Daw. 

Barbour — Tom,  Dick  and  Harriet^ 

Barnes — The  Story  of  Llfflit  Horse  Harry. 

Clemens — ^Tom  Sawyer. 

Cooper — Deer  Slayer. 

97 


Eggleston — >Hoosier  School  Master. 

Earle — Customs  of  Colonial  Times. 

Greene — Pickett's  Gap. 

Hawthorne — House  of  Seven  Gables. 

Inman — The  Old  Santa  Fe  Trail. 

Pyle — King  Arthur  and  His  Knights. 

Parkman — The  Oregon  Trail. 

Parkman — The  Jesuits  in  North  America. 

Rice — Lovey  Mary. 

Stevenson — Treasure  Island. 

Wiggin — Bird's   Christmas   Carol. 

Wyss — Swiss  Family  Robinson^ 

JUNIOR  II, ^B. 

Emphasis — ^American  Short  Story. 
Correlation — General  Science. 

Read: 

Longfellow — Tales  of  a  Wayside  Inn. 
Lowell — The  Vision  of  Sir  Launfal. 
Hawthorne — :Wonder  Book. 
Ruskin — The  King  of  the  Golden  River. 

Selected  poems  with  emphasis  on  patriotism, 
loyalty,  bravery,  as  to  content^ 

Library  List: 

Aldrich — For  Bravery  on  Battle  Field. 
Barbour — The  Crimson  Sweater. 
Barbour — ^The  Captain  of  the  Crew. 
Bolton — Girls  Wno  Became  Famous. 
Bolton — Poor  Boys  Who  Became  Famous. 
Hughes — Ton^  Brown's  School  Days. 
Jewett — A  White  Heron 
Keller — The  Story  of  My  Life. 
London — The  Call  of  the  Wild. 
Roosevelt — The  Wilderness  Hunter. 
Seton — ^Wild  Animals  I  Have  Known. 
Wiggin — ^Timothy's  Quest. 

JUNIOR  II,  A. 

Emphasis — American  Short  Story. 
Correlation — General  Science. 
Read: 

Longfellow — Evangeline. 

Poe — Short   Stories,    (Selected). 

98 


Shakespeare — As  You  Like  It. 
Irving — Sketch  Book.   (Selected). 
Selected  lyrics  and  ballads^ 

Library  List: 

Andrews — The   Perfect  Tribute. 

Burrows — Squirrels  and  Other  Furbearers. 

Cooper — The  Last  of  the  Mohicans. 

Hubbard — a  Message  to  Garcia. 

Kipling — Hearts   Courageous. 

London — ^White  Fang. 

Porter — Captains  of  Industry. 

Roosevelt — Outdoor  Pastimes  of  an  Ameri^n  Hunter, 

Stevenson — Kidnaped. 

Grace  Seton — A  Woman  Tenderfoot. 

-yVTiggin — Rebecca  of  Sunny  Brook  Farm^ 

JUNIOR  III,   B. 

Emphasis — ^The  mythological  element. 
Correlation — -Ancient  History. 

Read: 

Homer — The  Odyssey. 
Gueber — Myths  of  Greece  and  Rome. 
Macaulay — Lays  of  Ancient  Rome, 
Shakespeare — Midsummer  Night's  Dream. 

Library  List: 

Bulwer — The  Last  Days  of  Pompeii. 

Dickens — Tale  of  Two  Cities. 

Irving — The  Alhambra. 

Blackmore — Lorna  Doone^  ' 

Cervantes — Don  Quixote. 

Bronte — Jane  Eyre. 

Buchanan — The  Shadow  of  the  Sword* 

o 
JUNIOR  III,  A. 

Emphasis — The   Mediaeval   Element. 
Correlation — ^Ancient  History. 

Read: 

The  High  History  of  the  Holy  Grail. 
Tennyson — The  Idylls  of  the  King. 
Arnold — Sohrab  and  Rustum. 
Bunyan — Pilgrim's  Progress 
Shakespeare — Julius  Caesar.* 

99 


Library  List: 

Little    Flowers    of    St.    Francis    and    Life    o1 
Francis. 
Stevenson — New  Arabian  Knights. 

Aucassin    and    Nicolette    and    Other    Mediae- 
val   Romances. 
When  Knighthood  was  in  Flower. 
The  Knights  of  the  Nineteenth  Century. 
Scott — The  Talisman 
Wallace — Ben  Hur. 

SENIOR  I,  B. 

Bulwer— The  Last  Days  of  Pompeii. 

Dickens — Tale  of  Two  Cfities. 

Irving — The  Alhambra. 

Blackmore — ^Lorna  Doone. 

Cervantes — Don  Quixote. 

Bronte — Jane   Eyre. 

Buchanan — The  Shadow  of  the  Sword^ 

Emphasis — More  complex  story  form. 
Read : 

Scott^ — Ivanhoe. 

Addison — Sir  Roger  de  Coverly  Papers. 

Goldsmith — Vicar  of  Wakefield. 

Thackeray — Henry  Esmond. 
Library  List: 

Davis — Soldiers  of  Fortune. 

Bachellor — Eben  Holden! 

Churchill — Richard   Carvel 

Connor — The  Sky  Pilot, 
s    Farmer — ^A  Girl's  Book  of  Famous  Queens. 

Ford — Janice  Meredith. 

Francis  Little — The  Lady  of  the  Decoration. 

Hughes — Tom  Brown  at  Rugby. 

Scott — Kenilworth. 

SENIOR  I,  A.  • 

Read: 

Dickens — David  Copperfield. 

Elliott — Silas  Marner. 

Hugo — Les  Miserables. 
Library  List: 

Connor — The  Man  from  Glengarry^ 

Eltzbacher — Modern  Germany. 

100 


Fox — The  Little  Shepherd  of  Kingdom  Come. 
Horte — Electricity  for  Boya. 
Prescott — Conquest  of  Mexico. 
Mulock— John    Halifax    Gentleman. 
Jameson — Girlhood  of  Shakespeare's  Heroines. 
Wister — The  Virginian. 
•  Smith — The  Fortunes  of  Oliver  Home. 
Scott — Quentin  Durward^ 
Holmes — Elsie  Venner. 

SENIOR,  n,  B. 

Emphasis — English  Poetry. 
Anglo-Saxon  Prose  and  Verse. 

Read: 

Chaucer — Canterbury  Tales. 

Spenser — Fairy  Queen,  I  and  II. 

Shakespeare — King  Lear,  Hamlet. 

Milton — Minor  Poems 

Dryden — Selected  Poems. 

Pope — Selected  Poems;  Rape  of  the  Lock. 

Burns — Selected  Poems. 

Goldsmith — Selected  Poems.     • 

Gayley  and  Young — Principals  and  Progress  of  Eng- 
lish Poetry. 
Library  List: 

Malory — Morte   D'Arthur. 

Oliphant — Jeanne  D'Arc. 

Scott — Rob  Roy. 

Deland — Old  Chester  Tales. 

Froude — English  Seaman  of  the  Sixteenth  Century^ 

Bulwer — Harold,  Last  of  the  Saxons. 

Stevenson — Dr.   Jekyll  and  Mr.   Hyde. 

Van  Dyke — ^Little  Rivers. 

Ainsworth — Old  St.  Paul's;  The  Tower  of  London. 

SENIOR  II,  A. 

Emphasis — The  Essay. 

Read: 

Bacon — Selected  Essays. 

Lamb — Essays  of  Elia. 

Macaulay — Essay  on  Addison;  Warren  Hastings. 

Carlyle — Essay  on  Burns. 

Emerson — Selected  Essays. 

Ruskin — Seasame  and  Lillies. 

Arnold — Selected. 

101 


Library  List: 

Allen — A  Kentucky  Cardinal. 
Austen — Pride  and  Prejudice. 
Dickens — Oliver  Twist. 
Eliot — Mill   on   the   Floss. 
Hawthorne — The  Scarlet  Letter. 
Thackeray — Henry   Esmond. 
Van  Dyke — ^The  Blue  Flower. 
White — ^A  Certain  Rich  Man^ 
Quick — On  Board  the  Good  Ship  Earth. 

SENIOR  III,  B. 

Emphasis — Civic  Prose. 
Read: 

Burke — Conciliation   of  American   Colonies. 

Macaulay — Speech  on  Reform  Bill. 

Washington — Farewell  Address. 

Lincoln — Selections. 

Webster — Reply  to  Haynes. 

Curtis — Public  Duty  of  Educated  Men. 

Patriotism  in  Verse:     Selected. 
Library  List: 

Addams — Newer  Ideals  of  Peace. 

Addams — Twenty  Years  at  Hull  House. 

Allen — The  Life  and  Letters  of  Phillips  Brooks. 

Kennan — Siberia  and  the  Exile  System. 

Riis — The  Making  of  an  American  * 

Tarbell — The  Life  of  Lincoln. 

SENIOR  III,  A. 

Emphasis — Nineteenth  Century  Poets. 
Read: 

Wordsworth. 

Coleridge. 

Scott. 

Shelley. 

Keats. 

Byron. 

Browning. 

Tennyson 

Kipling. 

Gayley  and  Young — Principles  and  Progress  of  Eng- 
lish Poetry. 
Library  List: 

Dawson — The  Makers  of  Modern  Prose. 

Dawson — The  Makers  of  Modern  Poetry. 

102 


Howells — My  Literary  Passions. 

Harrison — Choice   of   Books. 

Crothers — The  Gentle  Reader. 

Mabie — Shakespeare,  Poet,  Dramatist  and  Man. 

COMPOSITION 

The  aim  is  to  develop  in  the  pupil  the  power  of  ex- 
pressing himself  clearly  and  simply  so  that  it  may  be  for 
him  a  natural,  agreeable  form  of  self  realization  and  social 
expression.  Methods  for  developing  and  perfecting  this 
power  must  be  based  upon  the  principle  of  creating  inter- 
est and  desire  for  special  self  expression,  and  provide  for 
the  greatest  possible  freedom  and  spontaneity.  Methods 
and  tools  should  be  subordinate  to  creating  freedom, 
power,  and  satisfaction.  Make  matter  first;  manner  sec- 
ond. All  methods  should  emphasize  the  utility  of  the 
work. 

The  following  schedule  is  based  upon  adopted  texts: 

JUNIOR  I,  B.  Two  periods  per  week. 

Live  Language  Lessons — Driggs^     Book  II,  Part  II. 

Channels  of  Expression. 

How  to  Tell  a  Story. 

How  Stories  are  Constructed. 

Local  History  Stories  and  Sketches. 

A  Sketch  Book. 

How  to  Draw  Word  Pictures. 

Study  of  the  Sentence. 

JUNIOR  I,  A.  Two  periods  per  week. 

Live  Language  Lessons,  Driggs.     Book  II,  Part  II. 

Sentence  Clearness. 

Homes  and  Home  Making. 

Home  Pleasures. 

Wbrds  and  Their  Ways. 

The  Poet  and  His  Art. 

The  Newspaper^ 

Writing  Stories.* 

Travelers'  Sketch  Books. 

JUNIOR  II,  B  and  A. 

No  text. 

Material  may  be  selected  from  reading  matter  or  from 
any  source  the  teacher  may  desire.    The  method  of  teaching 

103 


should  be  a  continuation  of  that  of  the  Live  Language  Les- 
sons or  adopt  the  method  and  material  of  Book  VII  of 
Progressive  Composition  Course.   (Silver,  Burdett  Co.). 

JUNIOR  III  B.  Two  periods  per  week. 

Scott   and    Denny — Elementary    English    Composition, 

Chapters  I  and  II. 
Extensive  work  in  Oral  Composition,  followed  by  drill 

in  written  forms. 

JUNIOR  III,  A.  Two  periods  per  week. 

Scott   and   Denny — Elementary   English    Composition, 

complete. 
Description — Oral  and  written. 
Narration — Oral  and  written. 
Explanation. 
Argument. 
Figures  of  speech. 

SENIOR  I,  B.  Two  lessons  per  week. 

Scott  and  Denny — New  Composition — Rhetoric,   com- 
plete text^ 
Narration. 
Exposition. 
Argumentation. 
Poetry. 
Figures  of  Speech. 

SENIOR  II,  A  and  B.  One  period  per  week. 

This  year's  composition  should  be  in  close  touch 
with  the  Psychologj^  and  Ethics  and  should  be  in  the 
form  of  concrete  and  abstract  exposition,  based  upon 
experience,  observation  or  reflection,  with  such  de- 
scription, narration,  argumentation  as  their  reading 
and  study  may  suggest^  Exercises  in  essays  and  ora- 
tions. 

SENIOR  III,  B  and  A.  One  period  per  week. 

Correlate  with  the  History-Civics  work.  Thorough 
review  of  Business  Forms.  Exercises  in  briefs — mak- 
ing and  using. 

A  thesis  will  be  required  of  all  graduates  and 
will  be  done  in  the  English  department  under  guidance 
of  the  department  from  which  the  research  is  made. 
This  should  be  planned  for  early  in  the  twelfth  year 

104 


ORAD    ENGLISH. 

"Of  equal  honor  with  him  who  writes  a  grand  poem 
is  he  who  reads  it  grandly." 

In  every  lesson  in  English  the  pupil  must  be  trained 
to  read  and  speak  distinctly,  and  with  sincere  feeling  and 
intelligent  appreciation,  the  finest  passages  in  the  master- 
piece being  studied. 

Much  of  this  will  bear  previous  assignment,  perhaps 
memorizing,  before  reading  to  the  class.  An  occasional 
clipping  of  indicated  passages  to  be  read  offhand  is  a  good 
test  of  word  power,  but  is  apt  to  bring  poorer  expression. 

The  test  of  the  pupil's  comprehension  of  a  passage  is 
made  to  depend  upon  his  oral  rendering  of  it;  and  the 
test  of  the  success  of  his  reading  is  the  ability  of  the  other 
pupils  to  follow  him  with  interest  and  composition. 

Good  reading  implies:  (1)  right  thinking  and  feeling; 
(2)  a  voice  trained  to  be  flexible  and  responsive  to  thought 
and  feeling;  (3)  a  will  taught  to  control  the  mind,  the 
heart,  and  the  voice.  It  is  worth  while  to  give  frequent 
drills  in  breathing  and  voice  work,  and  to  give  an  occa- 
sional period  to  expression. 

The  teacher  must  emphasize  careful  articulation,  pro- 
nunciation, good  breathing  and  posture,  voice  building  and 
much  reading  aloud. 

Much  memorizing  of  choice  English  must  be  encour- 
aged so  that  the  pupil  may  acquire  a  habit  of  making  the 
beautiful  English  he  hears  or  reads  his  poems  and  prose 
excerpts  must  be  demanded  every  semester.  These  may  be 
selected  by  pupils  or  teachers  and  a  separate  grade  in 
Oral   English   recorded   each   half   semester. 

WORD  ANALYSIS. 

Text:     Swinton. 

The  child's  power  of  expression  is  no  greater  than  the 
words  he  has  at  his  command,  and  any  English  exercise 
will  warrant  a  careful  study  of  words — their  origin  and 
shades  of  meaning. 

This  course  is  to  be  given  in  the  tenth  year  after  the 
child  has  had  some  Foreign  Language  work.  Two  periods 
a  week  are  devoted  to  it  during  the  entire  year. 

VOCATIONAL  GUIDANCE. 

The  widening  of  educational  opportunities  and  the  in- 
troduction  of  industrial   training  has  forced  the  boy  and 

105 


girl  to  come  to  a  decision  regarding  their  life  work  several 
years  earlier  in  life.  It  is  as  much  the  function  of  the 
teacher  as  of  the  home  to  aid  the  youth  in  this  decision. 
The  choice  of  course  in  High  School  must  not  be  based 
upon  whims  and  hobbies,  not  be  hastily  chosen,  but  by  and 
with  the  council  of  both  parents  and  teachers. 

To  meet  this  rising  need  a  regular  course  of  vocational 
guidance  is  here  outlined,  and  in  order  to  reach  all  the 
pupils  it  is  made  the  basis  of  some  of  the  English  study. 
This  guidance  is  not  intended  to  place  a  youth  in  a  trade, 
but  to  fit  him  for  a  better,  bigger  future  by  opening  his 
eyes  to  see  the  wide  field  of  opportunity  that  is  before  him 
and  by  developing  in  him  the  elements  of  character  that 
make  a  successful  life. 

The  plan  is  to  arouse  self  analysis  and  compare  his  own 
abilities  and  opportunities  with  those  of  successful  men  and 
women  and  thus  stir  his  ambition  and  give  a  purpose  to  his 
future  efforts. 

The  following  outline  suggests  the  type  of  themes  and 
discussions  to  be  used  as  well  as  reading  along  ethical  and 
vocational  lines.  Teachers  who  are  in  sympathy  with  the 
plan  and  with  the  youth's  outlook  on  life  will  readily  carry 
out  the  plan  with  their  own  ideas,  or  as  occasions  may 
suggest.  But  the  one  thought  of  preparation  for  life  and 
life's  work  through  the  chosen  vocation  should  be  the  dom- 
inating purpose  underlying  the  whole  scheme. 

JUNIOR  I,  B  and  A. 

Content — Patriotism. 

Follow   outline   work   of   seventh   year   in    "Ethics  for 
Children."     Cabot. 

JUNIOR  II,  B  and  A. 

Content — Choosing  a  calling. 

Follow    outline    work   for    eighth    year   in    "Ethics   for 
Children."     Cabot. 

JUNIOR  II,  B. 

Content — Elements  of  Success. 
Themes  and  Discussions: 

(1).     In  the  group — the  school,  the  home,  in  ath- 
letics, in  the  town. 
(2).     In   the   individual — purpose   of  life,   habits, 
happiness,  self  control,  work,  health. 
Such    introspection    as    "my    habits,"    "my    likes    and 
dislikes,"  "my  self  control" 

106 


I 
Reading  List: 

Hubbard — A  Message    to  Garcia. 

Liorimer — Letters  of  a  Selfmade  Merchant  to  His  Son. 

Iligginson — Things  Worth  While. 

Marden — Pushing  to  the  Front. 

JUNIOR  II,  A. 

C<»nteni; — Biography  of  Successful  Men  and  Women. 
Themes  and  discussion: 

(Franklin,  etc.)  at  my  age^ 

Ho'v   (I'^dison,  etc.)  succeeded. 

Mv  opportunities   compared   with — 

Have  I  some  qualities  found  in  (great  man  or  woman). 
Reading  List: 

Ballon — Genius  in  Sunshine  and  Shadow. 

I'olton — I'amous  Leaders  Among  Men. 

Bolton — Famous  Leaders  Among  Women. 

SENIOR  I,  B. 

Content — The  World's  Work. 
Themes  and   Discussion: 

The  world's  vocations  for  men;  for  women. 

The  kind  of  employment  I  could  get  now. 

Wages  of  those  leaving  school  at  eighth  grade  com- 
pared with  High  School  graduates. 

Child  labor. 
Reading  List: 

Stoddard — What  Shall  I  Do? 

Beveridge — The  Young  Man  and  the  World. 

Richardson — The  Long  Day. 

Van  Vorst — The  Woman  Who  Toils. 

Condee — How  Women  May  Earn  a  Living. 

Cochrane— Modern  Industrial  Progress. 

SENIOR  I,  A. 

Content — Choosing  a  vocation. 
Themes  and  discussion: 

Making  use  of  my  ability,  opportunities,  etc. 

Why  I  should  like  to  be — 

The  law  of  service^ 
Reading  List: 

Eggleston — How   to   Make  a  Living. 

Fiske — Choosing  a  Life  Work. 

Shaw — The  Outlook  of  the  Average  Man. 

Lyttleton — Women  and  their  Work. 

107 


SENIOR  II.  B. 

Content — Preparation  for  life's  work. 
Theme  and  discussion — Character. 

Character  vs.  reputation^ 

WTiat  are  business  habits? 

The  manly  man. 

Environment  vs.  associates. 

The  kind  of  employee  the  business  man  wants. 
Heading:  List. 

Thwing — College  Training  and  the  Business  Man. 

Conwell — The  New  Day. 

Hall — How  to  Get  a  position  and  How  to  Keep  It^ 

SENIOR  II,  A 

Content— Duty  and  obligation. 
Theme  and  discussion: 

Keeping  faith  with  self  and  others. 

"What  is  the  reward  of  duty  done? 

Am  I  the  architect  of  my  own  character? 

Employer  and  employee. 

Integrity  as  a  business  asset. 

Morals   in   modern  business  methods. 

Business  courtesy. 
Reading  List: 

Brooks — ^The  Conflict  Between  Private  Monopoly  and 
Good   Citizenship. 

Hadley — Standards  of  Public  Morality. 

Ross — Sin  and  Society. 

Wood — Natural  Law  in  the  Business  World. 

SENIOR  III,  B. 

Content — ^The  Individual  and  Society. 
Themes  and  discussion: 

Why  should  I  be  interested  in  public  schools?     Slums? 
Public  charities?  The  church?  Settlement  Work? 

The  relation  of  the  business  man  to  the  community. 

My  avocations. 
Reading  List: 

Addams — Democracy  and  Social  Ethics. 

Davey — School  and  Society. 

Riis — The  Battle  with  the  Slum. 

Roosevelt — ^The    Square   Deal. 

Shaler — The  Neighbor. 

108 


SENIOR  III,  A. 

Content — Citizenship. 
Themes  and  discussion: 

What  is  public  spirit?    Why  obey  the  law? 

What  is  my  duty  to  the  state? 

Should  business  interfere  with  public  welfare? 

Property  rights.     Right  use  of  money. 

The  responsibility  of  power. 
Reading  List: 

Bailey — The  State  and  the  Farmer. 

Brewer — ^American   Citizenship. 

Cleveland — Good  Citizenship. 

Jordan — The  Nation's  Need  of  Men. 

Taft — Four  aspects  of  Civic  Duty. 


FOREIGN  liANGUAGES. 
Modem  IJaiigxiage. 

The  study  of  modern  languages  is  growing  in  import- 
ance every  year.  Under  the  influence  of  easier,  cheaper 
means  of  travel  there  is  an  universal  interest  in  other 
lands  and  peoples,  consequently  in  languages.  The  chief 
purpose  in  studying  a  modern  language  is  to  give  the  pupil 
a  command  of  the  language  in  speaking,  reading  and  writ- 
ing; to  make  him  familiar  with  the  manner  and  customs 
of  the  people  using  the  language  he  is  studying;  to  interest 
him  in  its  literature;  and  to  create  in  the  pupil  such  a  sym- 
pathetic interest  in  the  foreign  language  studied  that  it  will 
be  a  lifelong  source  of  pleasure  and  profit.  Very  few 
pupils  require  a  speaking  ability  in  High  School  language 
work  largely  because  it  is  begun  so  late  in  the  course. 
In  order  to  correct  this,  the  work  may  be  begun  in  the 
first  year  of  the  Junior  High  School. 

General  Methods. 

(1).  Pronunciation:  The  ability  to  pronounce  clearly 
and  correctly  is  of  such  importance  that  great  stress  shonld 
be  placed  upon  it  throughout  the  entire  course. 

(2).  Conversation:  The  foreign  language  under  study 
should  be  as  far  as  possible  the  language  of  the  class  room. 
Imitation  is  a  strong  factor  in  the  child's  future  ability  to 
speak  the  language  and  it  is  of  extreme  importance  that  the 
instructor  speak  the  language  well. 

109 


(3).  Reading  and  translation.  During  first  year  the 
teacher  should  read  and  study  the  lesson  with  the  pupils 
and  gradually  lead  them  toward  independence.  Translation 
should  be  used  to  clear  up  difficult  passages  rather  than 
to  test  the  pupil's  knowledge.  As  the  work  progresses  writ- 
ten translations  may  be  required,  then  give  attention  to 
good  choice  of  words  and  clear,  idiomatic  English. 

(4).  Grammar.  Is  studied  throughout  the  course. 
Make  the  sentence  the  basis  for  grammatical  drill.  All 
cd.se  endings  and  verb  forms  are  learned  in  the  complete 
sentence. 

(5).  Composition:  During  the  first  two  years  all 
written  work  is  to  be  based  upon  the  material  read,  spoken, 
or  discussed.  Formal  composition  is  then  emphasized  and 
finally  supplemented  by  original  theme,  essay,  letter,  etc. 
International  correspondence  in  modern  languages  is  en- 
couraged on  account  of  the  interest  it  adds. 

6.  The  watchword  of  all  beginning  classes  should  be 
"make  haste  slowly."  It  is  better  to  cover  less  ground  with 
comparatively  easy  subject  matter  where  accuracy  and  flu- 
ency are  possible  than  to  bring  discouragement  ty  making: 
it  too  difficult.  Also  bear  in  mind  that  the  first  month's 
work  is  vital  and  largely  determines  the  pupil's?  future  in- 
terest, self-confidence  and  accuracy. 

Spanish. 

Among  modern  languages,  the  only  one  that  rivals  the 
English  in  use  on  the  American  continent  is  the  Spanish. 
Our  Spanish  possessions,  our  proximity  to  Mexico  and 
South  America,  together  with  the  completion  of  the  Pan- 
ama canal  and  the  rapid  increase  in  commercial  relations 
between  these  countries  and  the  United  States,  make  Span- 
ish of  first  importance  for  us  as  a  commercial  language. 
For  these  reasons  we  aim  to  familiarize  the  pupil  with  the 
culture  and  commercial  phases  of  the  Spanish  language. 

Junior  I,  B. 

No  text  book  is  used  during  this  term.  Special  stress 
i3  laid  on  correct  pronunciation.  Oral  method  is  used  to 
secure  greater  accuracy  in  hearing  and  reproduction.  Pu- 
pils are  encouraged  to  use  Spanish  from  the  beginning  that 
they  may  learn  to  express  themselves  easily  rnd  fluently  on 
topics  of  every  day  life. 

Vocabulary — Developed  by  conversation  from  follow- 
ing   topics:      school — class    room,    yard    building,    studies, 

110 


persons;  home — family,  members,  every  day  experiences, 
house — furnishings,  meals,  gardens,  animals;  city — streets, 
buildings,  amusements ;body — parts  of  common  sentences 
concerning  clothing;  weather — seasons;  time — days,  dates, 
etc. 

•  Grammar — 20  Incidental  adjectives,  adverbs,  preposi- 
tions, 20  verbs,  emphasizing  present  and  past,  indicative 
and  Imperative  modes  of  regular  verbs  and  a  sufficient 
number  of  irregular  verbs  to  form  the  sentences  needed  in 
conversation.  Special  stress  upon  use  of  "ser,  estar,  haber, 
tense,  hacer,  Ir,  erse."     Drill  on  other  parts  of  speech. 

Junior  I,  A. 

During  this  semester  the  pupil  must  learn  to  read  and 
write  what  he  has  learned  to  speak  in  previous  term.  De- 
velop the  vocabulary  more  fully.  Encourage  expression  in 
connected  discourse.  Put  text  book  In  hands  of  pupil. 
Give  Spanish  games,  songs,  stories.  All  reading  and  stor- 
ies must  be  reproduced  by  the  pupils. 

Conversation — Stores,  streets,  buildings,  vehicles,  ani- 
mals, clothing,  serving.  Grammar — 50  phrases,  adjectives, 
adverbs,  40  verbs,  present  and  past  with  "haber,"  Gerund 
with  "estar." 

Future — Regular  verbs  only. 

Reading — Worman's  First  Spanish  Book,  the  first  ten 
lessons. 

Junior  I,  B. 

Exercises  in  story  telling  continued.  Reproduction  of 
stories  of  life  and  customs  in  Spanish-American  states  as 
told  by  instructor. 

Conversation — Traveling,  tradesmen,  professions,  di- 
visions of  land. 

Grammar — Parts  of  speech  such  as  the  conversation 
requires. 

Verbs,  preterite  tense,  imperfect  tense,  future. 

Reading — ^Worman's  First  Spanish  Book,  complete. 

Supplementary — Cyr's  "Dibre  Primero  de  Lrectura." 

Composition — ^^Written  exercises  based  on  oral  work 
and  stories  read.     Dictation. 

Junior  II,  A. 

Story  telling  work  continued. 

Conversation — Geography  of  Spanish  nations.  Re- 
view vocabulary  of  previous  terms  and  drill  giving  such 
additional  words  as  found  necessary. 

Ill 


Grammar — Parts  of  speech  and  syntax  as  needed. 
Verbs,  entire  indicative  mode,  present  subjunctive,  imper- 
fect subjunctive   (optional). 

Reading — Harrison's  Reader. 

Composition — Continue  work  of  previous  term. 

Junior  III,  B. 

Conversation — Continued. 

Grammar — "Introduction  a  La  Lengua  Castellana." 

Three  conjunctions  completed. 

Reading — "Portuna." 

Junior  III,  A. 

Conversation — Upon  subjects  relating  to  commercial 
Interests;  railroading,  banking,  shipping,  mining,  etc.  Give 
attention  to  business  correspondence.  Grammar — Review 
of  all  previously  taught  principles,  including  work  of  text. 

Reading — "Zaragueta." 

Supplementary    (suggested). 

Worman's  Second  Spanish  Book,  C^j-r's  Libro  Segundo 
de  Lectura  or  a  selection  of  short  stories. 

Senior  I,  B. 

The  pupil  is  now  expected  to  have  a  speaking  and 
writing  command  of  Spanish  upon  simple,  commonplace 
matters. 

Conversation — Based  upon  reading  material  and  the 
study  of  the  geography,  history  and  natural  resources  of 
Cuba,  Puerto  Rico,  South  America  and  the  Philippines 
One  play  will  be  learned  and  presented  by  the  class — "El 
si  de  las  Ninas"  is  suggested. 

Reading — Selected  stories  and  articles  from  modern 
Spanish  periodicals,  literature  pertaining  to  Spanish  cus- 
toms and  home  life,  national  characteristics,  a  short  sketch 
of  some  author's  life  and  his  works  studied.  Special  em- 
phasis is  layed  upon  business  and  formal  letters. 

Grammar — Continue  the  study  of  formal  grammar. 

Senior  I,  A. 

Reading — (1)  A  novel  of  great  literary  value,  prefer- 
ably one  depicting  16th  century  life,  (2)  a  comedy,  making 
a  study  of  characters,  motives,  developments,  purpose;  and 
the  memorizing  of  parts  and  presentation. — "Tres  Comedias 
Modernas"  is  suggested.  Continue  reading  current  period- 
icals.    Continue  study  of  systematic  grammar. 

112 


Senior  H,  B. 

Some  modern  fiction  is  read  during  this  term.  A 
novel  is  studied  intensively,  discussed  and  summarized. 

Composition  work  as  occasion  suggests  and  a  contin- 
uation of  the  study  of  business  forms. 

Continue  study  of  important  principles  of  grammar. 

Senior  II,  A. 

As  a  climax  to  this  course  one  of  the  choicest  pieces 
of  Spanish  literature  and  one  of  the  best  dramas  are  stud- 
ied, also  a  study  of  the  history  of  the  Spanish  language  and 
its  relation  to  other  languages. 

German. 

The  Germany  of  today  is  a  very  practical  nation.  No 
other  nation  has  accomplished  so  much  in  the  fields  of 
science,  music,  a.nd  art.  No  other  foreign  language  has  a 
richer  and  more  varied  literature.  In  fact,  German  can 
hardly  be  called  a  foreign  language  by  those  who  call  Eng- 
lish their  mother  tongue.  The  older  and  more  forceful 
part  of  the  English  is  Germanic,  establishing  a  close  rela- 
tionship between  the  two  languages. 

Junior  I,  B. 

Drill  in  accurate  pronunciation  of  vowels  and  con- 
sonants, printed  and  written  alphabet. 

Conversation — School,  home,  family,  body,  dress,  ani- 
mals, daily  tasks,  expressions  of  greeting  and  farewell^ 
table,  play,  days,  seasons,  etc. 

Memorize  simple  songs  and  poems.  No  text  book 
used. 

Grammar — No  formal  lessons  attempted  but  the  fol- 
lowing are  developed  inductively  as  is  done  in  Dreysprings 
"Eaay  Lessons" — declension  of  nouns  and  articles;  present^ 
past  and  indicative  of  verbs;  inverted  order.  Written  work 
— Copy  and  then  reproduction  of  words  and  simple  sen- 
tences, filling  in  the  blanks,  simple  answers. 

Junior  I,  A. 

Continue  conversation  of  previous  term  and  enlarge 
upon  it. 

Reading — Foster,  Gescmchten  and  Maerchen. 
Fick,  Dies  und  Das. 

113 


Grammar — Dreyspring — declension  of  nouns  and  pro- 
nouns, use  of  common  prepositions  with  dative  and  accu- 
sative, articles,  adjectives,  conjugation  of  verbs  in  the 
present  and  perfect. 


Junior  II,  B. 

Conversation — Elaboration  of  materials  used  in  pre- 
vious year,  material  from  the  reading.  Oral  work  is  still 
the  most  important  part  of  the  instruction.  Stories  read 
are  retold  and  dramatized.  Poems  and  conversational  sec- 
tions memorized. 

Reading — Gronow,  Jung  Deutschland  supplementary- 
text — Grimm,  Maerchen. 

Grammar — Constant  review  of  grammatical  principles 
learned  in  previous  year.  Develop  lessons  from  1  to  14 
inclusive  in  Spanhoofd's  "Elementarbuch  der  Deutschen 
Sprache.' 

Junior  II,  A. 

Conversation — ^Work  of  previous  term  continued.  Mem- 
orize poems  and  songs. 

Reading— Altes  und  Neues. 

Grammar — Develop  lessons  15  to  23  inclusive  in  Span- 


hoofd. 


Junior  II,  B. 


Conversation — Trades,  occupations  of  Germany  de- 
veloped through  picture  study  and  other  illustrative  ma- 
terial. 

Reading — Bacon,  Im  Vaterland.  Continue  memorizing 
from  sections  of  the  text. 

Grammar — Spanhoofd  completed. 

Junior  III,  A. 

Conversation — Work  of  previous  term  continued. 

Reading — Im  Vaterland  completed. 

Selections  from  "Geschichten  vom  Rhein. 

Grammar — Drills  and  thorough  review  of  all  previous 
grammatical  principles  including  text.  Much  of  this  may 
be  done  through  dictation  of  simple  sentences  involving 
the  principles  heretofore  developed. 

114 


Senior  I,  B. 

At  this  time  the  pupil  should  have  sufficient  command 
of  the  language  to  be  able  to  express  himself  easily  on  or- 
dinary topics  and  be  able  to  write  simple  German  sentences 
correctly.  Reading — A  drama  and  a  prose  work  carefully 
studied.  Biography  of  authors  studied.  Memorize  poems 
and  bits  of  dialogue. 

Grammar  is  reviewed  by  topic  and  a  formal  composi- 
tion book  used.  Each  pupil  is  required  to  read  privately 
at  least  two  selections  of  about  three  dozen  pages  from 
stories  connected  with  town  life  of  Germany,  history,  or  le- 
gend. 

Composition — Dictation,  composition  on  conversation 
and  reading.     Study  of  the  idioms  of  texts. 

Text:      Pope's  Prose  Composition. 

Senior  I,  A. 

Conversation — Geography,  history  and  legends  of  typi- 
cal selections  of  Germany,  making  good  use  of  illustrative 
material. 

Reading — One  drama,  one  prose  work.  The  develop- 
ment of  a  literary  appreciation  should  be  emphasized. 

Composition — Consists  of  descriptions,  letters,  writ- 
ten reviews  of  sections  from  the  reading.  Pope's  Compo- 
sition completed  to  Part  I. 

Two  selections  required  for  private  reading  as  in 
previous  term. 

Senior  II,  B. 

Conversation — Biography  of  famous  Germans  from 
such  reference  as  "Beruehmte  Deutsche."  Current  events 
and  news.  Short  talks  in  German.  International  corres- 
pondence recommended.  Make  regular  use  of  some  good 
German  newspaper  or  magazine.  Continue  private  read- 
ing. 

Reading — Selective. 

Composition  and  Syntax — Synopsis  of  syntax  under 
general  heads.  Essays  based  upon  the  conversation  and 
reading.  Translation  into  German  from  Pope's  Composi- 
tion in  Part  II. 

Senior  II,  A. 

conversation — A  study  of  the  History  of  the  German 
Language  and  Literature  and  the  historical  events  con- 
nected with  it  developed  by  teacher  in  talks  and  reproduced 
by  pupils. 

115 


study  political  institutions  of  Germany.  Current  events 
from  periodicals. 

Reading — Selective — classics  and  scientific. 

Private   reading  continued. 

Composition — Pope  completed.  Previous  work  in 
translation  continued  and  amplified. 

liatin: 

The  study  of  Latin  may  be  begun  in  seventh  year» 
thus  devoting  two  years  to  laying  the  foundation  of  Latin 
for  the  reading  of  Latin  authors.  To  attain  the  desired 
results,  it  is  necessary  that  much  attention  be  given  to  oral 
practice  in  translation  and  a  considerable  quantity  of  very 
simple  Latin  be  read. 

^  Junior  I,  B. 

Nutting's  Latin  Primer. 

Oral  work,  reading  of  sentences,  translation  drill  on 
forms.  Forms — nouns  and  adjectives  first  and  second  de- 
clension— ^verbs,  conjugation,  active  voice;  1st  and  2nd» 
present,  future,  perfect;  Subjunctive,  pres.,  imperfect,  plu- 
perfect; pronouns,  "ego,  tu";  numbers  to  20. 

Syntax — Rules  for  agreement  of  nouns  and  adjectives; 
nouns  and  verbs.  Uses  of  cases.  Simple  uses  of  subjunc- 
tive. 

Junior  I,  A. 

Nutting's  Latin  Primer. 

Oral  work  as  in  previous  terms. 

Forms — Nouns  and  adjectives  3rd  declension.  Pro- 
nouns— is  ea,  id,  qui,  quae,  quod. 

Verbs — 1st,  2nd,  and  3rd,  conjugations,  active  voice,  in- 
dicative and  subjunctive  modes. 

Irregular  verbs,  eo,  fero,  volo,  nolo,  malo,  possum. 

Numbers  to  100. 

Syntax — Ablative  of  means;  hortatory  subjunctive;  ac- 
cusative of  extent  of  time  and  space. 

Junior   U,   B. 

Nutting's  Latin  Primer  completed 
Supplementary  reading — D'Ooge's  Colloquia  Latina. 
'Oral  work  continued. 

Forms — nouns — 4th  and  5th  declension.  Pronouns — 
demonstrative,  interrogative,  reflexive. 

Comparison  of  adjectives  and  adverbs. 

116 


Verbs — Passive  voice  and  imperative  of  all  conjuga- 
tions.    Deponent  verbs  and   participles. 

Syntax — Agreement   of   pronouns,    negative   command, 
ablative  of  agent,   indirect   discourse, 
ablative  absolute,  the  simple  conditional. 

Junior  II,  A. 

Oral  work  continued. 

Nutting's  First  Latin  Reader  and  exercises  in  English 
Latin  I  to  XII. 

General  review  of  Syntax. 

,  Junior  III,  B. 

In  this  term  selections  will  be  read  from  Nepos,  pre- 
ferably Militades,  Themistocles,  Pausanias,  Epaminondas, 
Pelopidas,  Agesilaus,  Cato,  and  Hannibal. 

Prose  Composition — D'Ooge. 

Latin  Grammar — Bennett. 

Junior  HI,  A. 

Selections  from  Caesar's  Gaelic  war  amounting  to  two 
Books  will  be  read.  The  following  selections  are  recom- 
mended: 

Book   I.      29  chapters. 

Book   IV.     Chapters  20-36. 

Book   III.     Chapters  12-16. 

Book  V.      Cliapters  8-22. 

Book  VL      Chapters  9-28. 

Book  VII.      Chapters  68-89. 
and  as  much  additional  reading  as  ability  of  class  and  time 
may  warrant. 

Prose  Composition  and  Latin  grammar  continued  as 
in  previous  terms. 

Senior  I,  B. 

Cicero's  Manilian  Law,  Catiline  I  and  III. 
Syntax  will  be  studied  with  appropriate  references  in 
the  grammar. 

Composition — Continued. 
Texts:      Cicero.  D  'Ooge. 
Composition — D'Ooge. 
Grammar — Bennett. 

117^ 


Senior  I,  A. 

Text:     Vergil's  Aeneid,  Knapp. 

Emphasize   correct   metrical   reading  of  the   poem. 
A  minimum  amount  of  syntax  and  composition. 
Text:      Virgil's  Aeneid,  Knapp. 

Senior  II.  B. 

Virgil's  Aeneid — Book  IV,  V  and  VI. 
Composition  and  grammar  as  before. 

Senior  H,  A. 

Cicero — Archias  and  DeAmicitia. 

Suggested    Supplementary    reading — "Roman    Life    in 
Prose  and  Verse,"  Peck  and  Arrowsmith. 
Composition  and  grammar  continued. 


SCIENCE. 

Introduction : 

The  new  spirit  of  democracy  is  demanding  that  the 
science  work  of  the  secondary  school  be  taught  in  a  usable 
form — that  is  to  say,  in  the  form  that  will  serve  the  stu- 
dent's vocational  needs — that  will  connect  the  student  with 
life.  We  are  beginning  to  see  that  intellect  applied  to  a 
dairy  plant,  operating  a  cannery,  grading  a  road  bed,  or 
constructing  a  building  is  quite  as  respectable  as  when 
applied  to  a  "profession." 

One  of  the  chief  purposes  of  introducing  science  in 
the  public  schools  is  to  lead  the  student  into  a  love  of 
nature;  to  create  an  interest  in  neighborhood  phenomena. 
Science  teaching  can  readily  be  made  to  serve  the  double 
purpose  of  developing  general  culture  and  promoting  ef- 
ficiency in  vocational  occupations. 

Science  studies  make  for  accuracy  and  instill  in  the 
pupil  a  love  for  the  truth.  Civilization  has  been  achieved 
through  man's  observation  of  natural  phenomena  and 
through  processes  of  experimentation.  For  a  long  time 
the  schools  went  astray  from  the  natural  way  of  obtaining 
knowledge  and  the  result  was  error  and  confusion  and  a 
great  protest  arose  against  the  inefficiency  of  the  schools; 
but  we  are  now  going  back  to  the  foundations  of  knowl- 

118 


edge  and  the  pupil  is  taught  to  observe  for  himself  and  to 
test  out  his  conclusions  in  the  laboratory. 

The  Science  Department  of  the  Lewiston  Schools  is  as 
well  equipped  with  laboratory  apparatus  as  any  school  in 
the  state.  Ample  facilities  are  offered  for  the  carrying 
Dut  of  numerous  and  various  experiments  along  with  the 
regular  courses  and  the  student  may  arrange  with  the  in- 
structor for  special  work  in  photography,  wireless  teleg- 
raphy, electricity  and  agriculture  and  thereby  receive  cred- 
it toward  graduation. 

General  Science: 

This  work  is  given  early  in  the  course  to  awaken  a 
lively  interest  in  the  topical  study  of  the  phenomena  of  our 
individual  environment,  giving  due  attention  to  the  physi- 
cal, the  chemical  and  the  biological  phase  of  each  topic, 
and  coordinating  these  aspects  as  much  as  possible.  The 
purpose  and  aim  is  to  give  simple,  practical,  scientific  in- 
formation sufficiently  organized  to  be  helpful  in  the  future 
study  of  the  sciences.  The  chief  points  of  each  topic  are 
introduced  and  emphasized  by  demonstration  experiments 
by  the  teacher,  assisted  whenever  possible  by  the  members 
of  the  class.  A  written  record  of  the  work  from  day  to 
day  should  be  systematically  kept — due  attention  belns 
given  to  the  English  as  well  as  to  the  science  material.  It 
is  the  purpose  of  the  course  to  give  the  pupil  a  general 
view  of  the  field  of  science,  especially  in  the  world  out- 
side the  school-room.  A'bove  all  things,  let  it  be  remem- 
bered that  this  is  a  study  of  things  as  they  exist  in  nature, 
and  not  of  facts  as  stated  in  a  textbook.  All  the  work  cen- 
ters around  five  great  themes  (1)  The  air,  (2)  water, 
(3)  work  and  energy,  (4)  the  earth's  crust,  (5),  light  upon 
the  earth.  Each  of  these  themes  is  studied  at  some  length, 
involving  many  related  topics,  each  theme  calling  for  a 
number  of  experiments.  Nature  is  viewed  as  a  unit;  the 
facts  of  science  are  presented  as  clearly  as  possible;  much 
of  the  information  is  given  directly  in  class  during  demon- 
strations and  discussions.  Some  reports  are  assigned  pupils 
for  reference.  The  chief  aim  is  to  create  an  abiding  inter- 
est in  the  common  thihgs  as  we  find  them  about  us,  so  that 
the  pupil  may  "find  tongues  in  trees,  books  in  the  running 
brooks,  sermons  in  stones,  and  good  in  everything." 

Biology: 

If  properly  presented,  there  is  no  subject  in  the  high 
school  that  can  be  made  of  more  service  to  the  growing 

119 


youth  than  biology.  Biological  problems  are  confronting 
him  at  every  turn,  and  it  is  important  that  he  be  able  in  a 
fair  way  at  least,  to  cope  with  their  solution. 

It  is  an  obvious  truism  that  education  prepares  for 
living  and  there  is  no  doubt  that  the  fundamental  phases 
will  receive  more  and  more  attention  in  the  preparatory 
process.  The  average  man  uses  his  history  perhaps  once 
a  day,  and  his  arithmetic  somewhat  oftener,  and  even 
his  English  grammar  is  on  trial  only  a  part  of  his  waking 
hours,  but  he  is  living  all  the  time.  He  may  be  innocent  of 
syntax  and  the  multiplication  table  and  yet  be  a  fairly 
useful  and  contented  citizen,  but  he  cannot  be  either  very 
long  unless  he  observes  the  laws  of  life — sanitation  and 
hygiene.  The  work  in  biology  presents  the  interrela- 
tions of  plants  and  animals;  the  function,  excretion,  res- 
piration, reproduction — these  elements  are  so  presented  as 
to  make  man  and  his  welfare  the  central  theme.  These 
fundamental  functions  are  first  studied  in  plants;  as  ma- 
terial for  laboratory  work  is  easily  secured  and  the  pro- 
cesses readily  made  apparent  in  vegetable  life.  The  same 
activities  are  traced  through  the  lower  animals  and  at  last 
it  is  shown  that  these  same  fundamental  processes  make 
possible  the  human  life.  The  living  cell  is  made  to  stand 
out  as  the  ultimate  unit  of  all  living  things  and  holding 
the  secret  of  life. 

Chemistry : 

Chemistry  as  an  educational  subject  is  equal  to  any 
other  subject  in  the  High  School,  if  properly  taught.  It 
must  not  be  presented  as  a  lot  of  formulas  and  facts  to  be 
committed  to  memory,  but  rather  as  a  series  of  truths 
which  can  be  discovered  by  the  pupil  by  experiment  and 
observation;  then  these  truths  can  be  generalized  and  the 
general  knowledge  applied  to  the  world  beyond  the  school- 
room. A  study  of  local  industries  is  insisted  upon  and  em- 
phasis is  placed  upon  the  principal  application  of  chemical 
work  to  the  life  of  the  pupil  and  the  community. 

Chemistry  as  chemistry  is  one  thing,  but  chemistry 
made  applicable  to  the  home,  to  agriculture  and  other  pur- 
suits is  quite  a  different  thing.  A  knowledge  of  chemis- 
try as  understood  for  practical  usefulness,  might  not,-  on 
examination  day,  receive  a  passing  mark;  while  another's 
knowledge  of  chemistry  would  pass  at  100  per  cent  and 
yet  have  but  a  trace  of  real  value.  This  is  true  of  science  in 
general. 

120 


Chemistry  touches  the  life  of  every  individual  at  a 
thousand  different  points.  The  slightest  movements,  as 
bending  the  arm  or  closing  the  eye,  cannot  be  made  with- 
out involving  chemical  processes  and  this  largeness  and 
importance  of  the  subject  must  be  made  apparent  to  the 
student. 

Physics : 

Physics,  when  first  introduced  into  the  secondary 
school  course  of  study  was  regarded  as  a  doubtful  experi- 
ment. It  was  then  made  up  largely  of  abstract  theories  and 
complex  mathematics.  In  the  revolution  that  has  been 
taking  place  in  recent  years  in  the  school  system,  the  sub- 
ject matter  has  gradually  been  changed  until  now  it  is 
not  only  practical,  but  is  one  of  the  most  interesting  sub- 
jects in  the  High  School  curriculum. 

In  the  adolescent  period  more  than  at  any  other  time, 
the  youth  is  hungry  for  knowledge  of  the  things  about 
liim  and  craves  explanation  of  the  mysteries  of  natural 
phenomena  he  sees  on  every  hand.  Physics  as  now  taught 
meets  the  natural  desire  of  the  pupil  in  the  highest  man- 
ner. 

A  century  ago,  the  first  rude  steamboats,  locomotive 
and  telegraph  lines  were  being  regarded  as  objects  of  won- 
der, the  atomic  theory  was  just  being  enunciated  and  elec- 
tricity was  still  a  toy  of  the  scientists.  The  twentieth  cen- 
tury is  ushered  in  with  the  ocean  liner  and  the  dread- 
naught,  the  mogul  locomotive,  and  the  gas  engine,  wire- 
less telegraph  and  telephone  and  heavier  than  air  flying 
machines,  so  common  that  every  school  boy  knows  some- 
thing about  them.  The  scientist  talks  familiarly  of  the 
electron  which  is  one-thousandth  the  size  of  an  atom  and 
electricity  lightens  the  labor  of  man  in  a  thousand  differ- 
ent ways.  The  accomplishments  in  mechanics  and  applied 
science  during  the  last  century  are  greater  than  that  of  all 
previous  history,  and  this  great  advance  was  made  possible 
largely  through  the  study  and  application  of  the  laws  of 
physics.  It  is  certain  that  this  progress  will  continue  and 
be  accelerated  during  the  coming  years  and  that  we  are 
on  the  threshold  of  the  age  of  Science  when  the  men  and 
the  women  will  be  considered  ignorant  indeed,  without  at 
least  an  elementary  knowledge  of  the  principles  of  Physics. 

Chemistry  and  Physics  of  the  Home: 

A  year's  work  is  offered  Domestic  Science  girls  in  spe- 
cial phases  of  Chemistry-,  Physics  and  Bacteriology.     The 

121 


purpose  of  the  course  is  to  give  the  girl  a  thorough  knowl- 
edge of  certain  fundamental  principles  of  these  subjects 
that  are  especially  applicable  to  the  home  and  to  supple- 
ment and  reenforce  the  regular  Domestic  Science  work. 

Some  of  the  topics  studied  will  be  water,  atmosphere 
fuel,  illuminants,  chemistry  of  foods,  food  products,  food 
values,  food  adulteration,  antiseptics,  disinfectives,  common 
poisons  and  their  antidotes,  soaps  and  cleaning  compounds, 
examination  and  care  of  textiles,  dyes  and  mordants,  per- 
fumes, flavors,  study  of  the  proteids  and  carbohydrates. 
Along  the  line  of  mechanics  will  be  studied  the  plumbing  of 
the  house,  vacuum  cleaners,  sewing  machines,  electric 
stoves,  flatirons  and  the  efficiency  of  various  kinds  of  cook- 
ing utensils,  and  electric  lamps.  Heat  and  its  application 
to  warming  and  ventilating  the  home  refrigerators,  cold 
storage  and  water  heaters,  the  principle  of  light  and  its 
absorbing  power  of  various  kinds  of  wall  surfaces,  and 
colors,  will  be  studied.  Bacteria,  yeasts  and  molds  will  be 
prepared  and  their  relation  to  the  household  economy  and 
to  sanitation  will  be  pointed  out. 

Physiology : 

Some  of  the  greatest  achievements  of  modern  science 
have  been  along  the  lines  of  sanitation,  hygiene  and  sur- 
gery. The  surgeons  prolong  many  lives  of  usefulness  and 
reduce  suffering.  A  knowledge  of  hygiene  enables  an  in- 
dividual to  add  to  his  years  of  useful  activity  and  thereby 
to  increase  the  sum  total  of  human  wealth  and  happiness. 
Sanitation  saves  yearly  to  the  world  thousands  of  babies 
and  adults  from  germ  diseases  and  has  made  possible  the 
carrying  out  of  great  industrial  enterprises  of  which  the 
Panama  canal  is  an  example.  These  achievements  of  sci- 
ence were  made  possible  by  a  knowledge  of  the  structure 
and  functions  of  the  human  organism. 

In  this  course  special  stress  will  be  laid  upon  organic 
processes  and  the  preservation  of  bodily  health.  Anatomy 
will  be  dwelt  upon  only  in  so  far  as  it  is  necessary  for  an 
understanding  of  the  essential  processes. 

Astronomy : 

The  purpose  of  the  course  in  astronomy  is  to  acquaint 
the  pupil  with  the  more  important  facts  that  are  known 
concerning  the  heavenly  bodies.  The  student  also  learns  to 
locate  the  planets  and  some  of  the  distinctive  stars.  The 
subject  as  outlined  is  largely  what  might  be  termed  Astron- 
omy   by    Observation,    rather   than    Mathematical    Astron- 

122 


omy.  Without  expensive  apparatus,  the  student  gets  a 
very  usable  knowledge  that  is  a  source  of  pleasure  and  of 
practical  value  throughout  life. 

The  starry  heaven  was  probably  one  of  the  first  ob- 
jects of  wonderment  and  speculation  of  primitive  man  and 
the  race  has  ever  been  attempting  to  fathom  the  secrets 
hidden  there.  The  subject  has  that  peculiar  fascination 
that  is  always  associated  with  the  creation  and  man's  re- 
lation to  the  infinite.  The  modern  telescope  and  spectro- 
scope have  opened  up  vast  fields  of  new  knowledge  which 
is  of  great  interest  and  of  great  benefit  as  a  broadening 
experience  to  the  pupil's  mind. 

Agriculture: 

More  and  more,  society  is  coming  to  realize  that  sub- 
jects vitally  related  to  the  life  of  the  community  should 
be  taught  in  the  public  schools  of  the  community.  Every- 
where the  efficiency  test  is  being  applied.  Lewiston  is  lo- 
cated in  one  of  the  greatest  agricultural  and  horticultural 
districts  in  the  world,  and  there  is  every  reason  for  the 
introduction  of  a  study  of  the  subjects  of  agriculture  and 
horticulture  into  our  public  schools.  The  course  offered 
is  designed  primarily  for  the  students  who  will  probably 
make  some  use  of  ahe  practical  knowledge  and  scientific 
training  it  affords  them.  Its  purpose  is  to  clearly  and  brief- 
ly present  the  principles  that  are  fundamental  in  agricul- 
ture, horticulture  and  animal  husbandry,  and  to  give  as 
much  first  hand  observation  and  actual  field  work  as  pos- 
sible. The  approach  on  every  hand  is  by  labratory  work 
in  which  the  facts  and  processes  in  question  are  ascertain- 
ed by  experiment,  observation  and  field  tests,  supplement- 
ed with  discussions,  texts  and  reference  books. 

COMMERCIAIi  WORK. 

This  course  is  designed  to  meet  the  needs  of  stu- 
dents who  desire  to  enter  the  commercial  world  to  make 
a  livelihood  after  graduation  from  the  high  school.  The 
standard  maintained  in  this  department  is  such  that,  af- 
ter its  completion,  the  wideawake  boy  of  girl  will  have  no 
difficulty  in  entering  a  modern  business  office  and  grasp- 
ing the  methods  and  office  routine  followed  therein.  A 
definite  amount  of  work  is  required  regardless  of  the  time 
spent;  an  amount  of  work  which  will  produce  accuracy 
through  the  concentrated  effort  necessary  to  complete  it 
within  schedule  time. 

123 


ARITHMETIC 

Junior  IH  B 
Purpose: 

To  develop  efficiency  in  handling  such  arithmetical 
problems  as  will  be  met  in  business  life. 

The  methods  are  those  approved  by  best  business  us- 
age. Accuracy  is  the  prime  essential  combined  with  speed, 
and  both  are  developed  through  constant  drill. 

Fundamental  operations,  decimals  and  fractions.  Ali- 
quot parts  and  billing.  Only  such  short  methods  as  are 
of  practical  value  and  easily  remembered.  Practical  meas- 
urements and  billing.  Percentage  and  its  application  to 
profit  and  loss,  trade  discount  and  simple  interest.  Banic 
discount;  partnership  and  adjustments  of  losses  and  gains 
in  partnership;  stocks  and  bonds;  bank  balance;  prop- 
erty, fire  and  marine  insurance;  financial  statements; 
commission  and  brokerage;  and  the  use  of  tables  in  com- 
puting compound  and  annual  interest. 

GEOGRAPHY. 

Junior  rn  A. 

Commercial  Geography  treats  of  the  geographic  con- 
ditions affecting  trade  routes,  trade  centers,  and  commer- 
cial products,  with  the  object  of  pointing  out,  in  a  sugges- 
tive manner,  man's  economic  dependence  upon  natural 
phenomena,  and  the  interdependence  of  the  different  parts 
of  the  civilized  world.  Much  attention  is  paid  to  the  study 
of  resources,  processes  of  production  and  the  movement 
of  commerce.  This  includes  an  investigation  of  the  local 
situation. 

BUSINESS   PENMANSHIP. 

All  Grades. 
Purpose: 

The  purpose  of  penmanship  is  to  teach  the  pupil  to 
write  a  good,  rapid  style,  combining  ease,  legibility  and  en- 
durance. 

Method: 

The  Palmer  Method  of  presenting  Muscular  Movement 
Writing  is  used.      Two  things  are   essential  to   success  in 

124 


learning  to  write,  study  and  practice.  Study  is  necessary 
to  learn  the  forms  of  letters,  to  detect  mistakes  and  to  de- 
termine the  remedies.  Practice  is  necessary  to  produce  the 
form  which  study  evolves.  The  Palmer  method  is  used 
throughout  the  schools. 

Scope: 

The  work  consists  of:  First;  a  study  of  position  and 
its  mastery.  Second;  gaining  control  of  the  forearm  move- 
ment, promoted  by  drills  in  straight  line  and  oval  exer- 
cises and  capital  letters.  Execution  of  capital  letters,  small 
letters,  figures,  and  their  combinations.  Rapid  writing 
from  dictations.  Rapid  writing  from  dictation  in  order  to 
acquire  the  ability  to  write  and  to  think  at  the  same  time. 
Business  correspondence  and  business  forms. 


BOOKKEEPING. 
Senior  I  B  and  A. 


Purpose: 


Mental  development,  the  ability  to  read  and  understand 
what  has  taken  place  in  transactions,  to  think  out  the  re- 
sults of  transactions  and  reduce  the  results  to  the  form 
of  entries  and  accounts.  Independent  thinking  on  the  part 
of  the  pupil  is  the  aim  of  all  the  work. 

Methods: 

The  study  of  bookkeeping  as  a  whole,  emphasizing  it 
from  the  ledger  account  standpoint,  then  a  study  of  jour- 
nalizing as  an  intermediate  step  between  the  business 
transaction  and  the  ledger  account.  The  study  of  the 
theory  and  practice,  and  the  routine  of  posting.  The  trial 
balance,  why  and  how  obtained.  Financial  statement,  why 
and  how  made.  The  figuring  of  interest  and  disco\;nt  by 
the  sixty-day,  or  bankers'  method.     Billing  and  extensions. 

Scope: 

The  study  of  accounts;  purpose,  method  and  result. 
Journalizing,  posting,  trial  balance,  financial  statements. 
Handling  of  business  forms;  incoming  papers;  outgoing 
papers.  Filing.  Extended  work  so  as  to  include  the  sales 
book,  invoice  book,  cash  book  with  special  columns,  pur- 
chase book,  and  auxiliary  books,  and  such  books  as  are 
used  in  wholesale  and  corporation  accounting. 

125 


LAW. 

Senior  III  A. 

The  purpose  of  the  course  in  Commercial  Law  is  to 
lay  the  foundations  for  correct  reason  as  to  the  ••ights  and 
privileges  that  one  has  and  the  corresponding  duties  and 
obligations  that  one  owes  in  business  transactions.  It  is  the 
aim  to  acquire  a  knowledge  of  law,  not  for  the  purpose  of 
litigation,  but  to  avoid  the  necessity  for  it. 

Therefore,  technical  rules  of  procedure  are  omitted  and 
the  basis  rights  emphasized  which  most  frequently  arise 
in  transactions  of  everday  life,  in  contract  and  in  the  trans- 
fer of  interests  in  real  and  personal  property. 

It  is  believed  that  the  memt  rjzing  of  rules  or  defini- 
tions should  be  subordinated  to  leasoning  from  principles 
deduced.  Hence,  the  metho^l  followed  is  to  study  actual 
typical  cases  to  which  rules  of  i:iw  apply.  An  attempt  is 
made  to  pursue  the  history  of  the  development  of  law  in 
so  far  as  the  past  explains  e.'isting  rules  of  loday. 

STENOGRAPHY  AND  TYPEWRmN<5. 
SenicHT  n  B  and  A  and  Senior  HI  B  and  A. 

Purpose: 

To  develop  the  power  of  concentration  and  expression 
of  thought  in  clear,  forceful  and  correct  English,  and  to 
give  pupils  a  practical  knowledge  of  these  subjects. 

Method: 

Presentation  of  Theory;  learning  principles  of  execu- 
tion, writing  of  simple  words  in  correct  outlines,  writing 
sentences  and  reading  back;  reading  exercises  in  shorthand 
from  text  and  from  the  Gregg  Writer  to  fix  principles  of 
theory.  This  method  is  followed  until  the  text,  consisting 
of  eighteen  lessons  in  completed,  after  which  a  thorough 
review  is  made,  using  a  great  deal  of  new  material  for  dic- 
tation and  reading.  Emphasis  is  laid  upon  students  read- 
ing everything  written,  whether  from  practice  or  dictated 
for  immediate  reading  back.  Dictation  for  transcription  on 
machine.  Shorthand  penmanship  is  given  from  the  be- 
ginning. 

Scope: 

The  course  is  presumed  to  fit  young  people  for  the 
position    of    office    stenographer,    and    business    standards 

126 


and  requirements  must  be  met  by  students  before  cred- 
it for  graduation  will  be  given.  The  demands  of  the  busi- 
ness world  are  kept  ever  before  the  student.  These  de- 
mands are  to  be  met  as  nearly  as  possible  in  the  course. 
Accuracy  in  the  key  note,  combined  with  a  speed  of  at  least 
one  hundred  and  twenty-five  words  per  minute  for  a  five 
mipute  take  on  extracts  from  different  literary  articles  con- 
sisting of  good  quality.  Daily  dictation  of  correspondence 
and  its  transcription  on  the  typewriter.  Sufficient  amount 
is  dictated  to  keep  the  student  keenly  concentrated  on  his 
or  her  work  in  order  to  get  it  out  in  a  specified  time.  A 
graded  dictation  is  used  after  the  first  semester's  work. 

TYPEWRITIXG. 

Purpose: 

When  not  taken  with  stenography,  this  course  is  for 
those  who  want  to  learn  to  use  the  machine  for  their  own 
purposes.  It  is  made  the  means  of  developing  a  power  of 
concentration  and  self  control. 

Method : 

The  Rational  Typewriter  Instructor  is  use  as  a  text. 
Touch  operation  is  the  goal.  Close  supervision  is  given. 
Dictation  of  words,  sentence,  letters,  and  articles.  A  def- 
inite speed  and  ACCURACY  are  required  for  thirty  minute 
copy.  Ninety  per  cent  accuracy  on  international  contest 
matter  and  a  net  speed  of  fifty  words  per  minute  required 
for  credit.     Care  of  machine  is  taught  from  the  first. 

Scope: 

The  work  covers  simple  and  polysyllable  words,  sen- 
tences, figures,  letters,  tabulating,  legal  documents,  making 
carbon  copies,  and  mimeographing. 

OFFICE  TRAINING  FOR  STENOGRAPHERS. 

Senior  III  A 
Purpose: 

To  give  the  student  some  definite  knowledge  as  to 
what  will  be  expected  of  an  amanuensis.  The  last  six  or 
eight  weeks  are  devoted  to  this  office  training. 

Method: 

Office  Training  for  Stenographers,  by  The  Gregg 
Publishing  Company,  is  the  text  used  in  this  work,  supple- 

127 


mented  with  work  obtained  from  the  Superintendent's  and 
Principal's  offices  and  from  other  sources. 

Scope: 

Imptortance  of  Business  Training,  arrangement  of 
business  letters.  Applying  for  a  position,  written  and  per- 
sonal applications.  Necessity  for  thorough  preparation. 
Position  secured.  Dictation  and  transcribing,  office  rou- 
tine, outgoing  mail — preparation  of  same,  postal  informa- 
tion. About  inclosures,  forms  of  remittances.  Incoming 
mail,  banking,  dictation  covering  tl*ansactions.  Filing 
systems,  forms  and  follow-up  letters,  transferring  corres- 
pondence. Office  appliances.  Commercial  expressions. 
Shipping,  freight  and  express,  parcel  post.  Deportment 
and  business  ethics,  meeting  callers;  office  reference  books, 
the  pay  roll;  billing,  extensions,  invoices,  statements,  ac- 
count sales,  business  and  legal  papers,  insurance,  contracts, 
manuscript  covering.  Telegrams  and  cablegrams,  the 
telephone,  editing  dictated  matter,  printing  and  proof- 
reading. A  Day's  Work — Being  Co-ordination  of  the  work 
of  previous  day's  into  an  organized  whole. 


THE  SOCIAL  SCIENCES 

History,  civics,  geography,  sociology,  and  economics 
are  chiefly  concerned  with  the  story  of  human  progress 
and  the  formation  of  moral  character.  The  essence  of  these 
subjects  is  to  be  found  in  what  may  be  termed  the  ethics 
of  citizenship — with  an  application  immediate  and  per- 
sonal, as  well  as  future  and  social. 

Properly  taught,  this  line  of  work  affords  a  great  op- 
portunity for  developing  judgment,  discrimination,  charity, 
sympathy,  and  appreciation. 

Biography  is  indispensable  in  studying  the  move- 
ments of  society,  and  geography,  (a  knowledge  of  physi- 
cal environment)  is  the  handmaiden  of  history.  In  addi- 
tion to  oral  and  written  exercises,  the  study  of  the  text  and 
of  reference  works,  the  making  of  outlines  and  maps;  make 
the  widest  possible  use  of  pictures,  illustrated  lectures, 
current  magazines,  and  industrial  exhibits.  Beware  of  kil- 
ling the  spirit  and  purpose  of  history  with  too  much  note- 
book and  outline  work.  Use  every  means  to  stimulate  the 
interest  and  vitalize  the  work — ^give  it  a  present  day  mean- 
ing. History  is  not  chronology — it  is  the  living,  pulsating 
story  of  human  endeavor,  human  achievement  and  human 

128 


progress.     The  prime   purpose  is  to  fire  the  ambition   of 
youth  to  he  up  and  doing  something  worth  while. 

American  History  and   Geography. 

•"  Texts:      Bourne  and  Benton's  United  States  Tlistory. 
Tarr  and  McMurray's  Advanced  Geography. 

History:  In  the  beginning  history,  let  special  ci.re  be 
exercised  in  forming  the  habit  of  reading  thoughtfully — 
getting  the  content.  To  this  end,  the  earlier  lessons  should 
be  studied  by  teacher  and  pupils  together  until  the  pupils 
are  taught  what  adequate  preparation  of  history  means. 
Don't  confine  the  work  to  the  textbook  too  closely.  There 
is  an  abundance  of  illustrative  material  easy  of  access 
and  adapted  to  the  pupil's  ability  and  understanding.  In 
the  recitations,  encourage  pupils  to  express  themselves 
freely  so  that  self-reliance  and  facility  may  be  developed, 
and  use  every  possible  device  to  sharpen  the  edge  of  curi- 
osity and  illuminate  the  subject.  Quality  in  the  product^ 
rather  than  in  the  learning  of  a  long  list  of  historical  facts 
is  the  aim. 

Civics. 

One  of  the  most  important  functions  of  the  work  of  the 
public  schools  is  to  produce  a  good  type  of  citizenship — in 
fact  this  is  the  prime  reason  for  their  very  existence.  The 
entire  course  of  study  should  be  directed  to  this  end.  The 
qualities  of  good  citizenship  will  never  be  -levoloped  from 
a  study  of  dry-as-dust  and  more  or  Ifess  unrelated  facts, 
nor  from  abstract  generalizations  about  -whese  facts;  they 
must  arise  from  a  live,  intelligent  interest  which  can  be 
cultivated  only  by  direct  contact  with  the  '^tudy  cf  com- 
munity action,  the  elements  of  which  are  the  home,  the 
church,  the  shop,  the  city,  the  county,  the  stace,  the  na- 
tion— all  types  of  community  life,  and  all  who  participate 
in  the  life  of  the  community  are  its  citizens. 

The  object  is  the  development  of  a  clean  civic  spirit — 
a  social  hygiene  to  keep  in  healthy  condition  the  "body 
politic"-^the  spirit  rather  than  the  form  of  our  govern- 
ment. 

The  study  of  civics  should  give  the  student  an  under- 
standing, not  only  of  the  political  functions  of  government, 
but  also  of  its  relation  to  the  general  welfare  of  society. 
It  should   note   the   tendency  toward    democracy   in   some 

129 


things,  and  administrative  control  in  others,  and  should 
call  particular  attention  to  the  present  day  awakening  of 
the  social  conscience.  All  work  in  Civics  should  be  closely 
correlated  with  the  work  of  American  History.  Every 
effort  should  be  made  to  give  concreteness  and  applicability 
to  the  community  life  in  which  the  student  lives. 

Sociology. 

The  work  in  sociology  should  enable  the  student  to  see 
clearly  the  applicability  of  the  social  science  studies  to 
the  practical  problems  of  everyday  life — and  stimulate  him 
to  take  an  active  part  in  bettering  social  conditions. 

Economics. 

The. study  of  economics  is  virtually  the  summary  and 
interpretation  of  all  the  pupil's  civic  and  historic  knowl- 
edge. Recent  years  have  seen  much  emphasis  laid  on  the 
economic  aspects  of  history.  The  study  of  economics  aims 
to  put  the  student  in  touch  with  the  problems  of  the  day. 
Only  enough  theory  is  insisted  upon  to  make  the  questions 
at  issue  understood.  The  banking  problem,  the  tariff 
problem,  railroad  questions,  monopolies,  trade  unions  and 
prices  are  carefully  and  thoroughly  studied  in  this  course. 
Economics  aim  at  more  than  a  material  presentation  of 
law  and  business.  It  is  the  purpose  of  the  work  to  endow 
the  student  with  a  larger  spirit  of  citizenship  and  a  nobler 
sympathy  for  the  struggles  of  humanity.  Consequently, 
this  course  is  more  than  text  book  work;  it  emphasizes  spe- 
cial papers  and  reports,  furnishes  opportunities  to  visit 
local  industries,  thus  bringing  the  student  in  direct  contact 
with  the  application  of  economic  theory. 

Outline:     American  History  and  Geography. 

Junior  I  B — History  text  to  page  163.  Three  recitations 
a  week. 
Geography,  two  recitations  a  week. 

a.  A  review  and  study  of  the  larger  facts  of  the  geog- 
raphy of  South  America. 

b.  A  review  and  study  of  the  larger  facts  of  the 
geography   of   Europe. 

c.  A  review  and  study  of  the  larger  facts  of  the  geog- 
raphy of  Asia,  Africa  and  Australia. 

Junior  I  A — History  text  to  page  322.  Three  recitations 
a  week. 
Geography,  two  recitations  a  week. 

•130 


a.  A  review  and  study  of  the  general  geogrraphy  of 
the  world. 

b.  A  careful  study  of  the  United  States  by  great  In- 
dustrial sections  rather  than  by  state  boundaries,  giving 
prominent  attention  to  products,  soils,  forests,  minerals, 
fisheries,  water  ways  and  railroads.  Study  the  commercial 
development  and  commercial  expansion  of  the  United 
States,  together  with  the  underlying  causes.  Make  good 
use  of  government  reports,  descriptive  railroad  circular* 
and  other  current  sources  of  information  on  the  study  of 
each  section.  Spend  several  lessons  in  making  compari- 
sons of  the  United  States  with  other  countries. 

c.  A  careful  industrial  study  of  the  Pacific  North- 
west, the  State  of  Idaho  and  the  Lewiston  country. 


American  History  and  Citizenship. 

Texts:     Bourne  and  Benton's  United  States  History. 

Beard's  American  Citizenship  as  supplemen- 
tary  text. 

Junior  II  B — History  text  completed.     Three  recita- 
tions a  week. 
Citizenship  text  completed.    Two  recita- 
tions a  week. 


Ancient  History. 

Text:     Webster's  Ancient  History. 
Junior  III  B — Greek  History, 
Junior  III  A — Roman  History. 

European  History. 

Texts:     Myer's  Mediaeval  and  Modern  History. 
Senior  I  B — Mediaeval  History. 
Senior  I  A — Modern  History. 

American  History  and  Government. 

Texts:     Muzzey's  American  History. 

Ashley  s  American   Government. 


131 


Senior  II  B — American  History  to  page  226. 

American  Government  to  be  used  as  a 
supplementary  text  in  studying 
Part  III  of  Muzzey's  American  His- 
tory. 

Senior  II  A — History  text  completed. 

Economics. 

Text:     Bullock's  Elements  of  Economics. 
Senior  III  B — Entire  text  with   such  eliminations  as 
may  be  necessary. 


Sociology. 

Regular  Text:  Ellsworth's  Sociology  and  Modern  So- 
cial Problems. 

Supplementary  Text:  Henderson's  Social  Spirit  in 
America. 

Senior   II  A — 'Entire  texts. 


Mu\THEMATICS 

Mathematics  is  both  a  practical  and  a  cultural  sub- 
ject. No  considerable  attainment  is  possible  in  any  of  the 
exact  sciences,  or  in  many  of  the  arts,  without  a  knowledge 
of  its  principles  and  processes.  The  number  of  occupations 
making  use  of  the  results  of  mathematics  is  great,  and 
is  continually  increasing.  It  cultivates  the  powers  of  ap- 
plication, concentration,  and  the  weighing  of  results  as 
hardly  any  other  subject  does.  Its  methods  of  reasoning 
and  drawing  conclusions  are  similar  to  those  necessarily 
employed  in  the  successful  conduct  of  the  everyday  af- 
fairs of  life.  It  is  a  part  of  the  common  stock  of  knowledge 
of  all  peoples  and  of  all  times,  essentially  the  same  every- 
where; while  in  the  orderly  arrangement,  harmony,  and 
symmetry  of  its  parts  it  is  almost  unapproached. 

The  first  :*>ear's  work  in  algebra  should  largely  be  con- 
cerned with  the  subject  as  a  tool,  giving  a  knowledge  of 
and  skill  in  the  use  of  the  equation  that  will  be  an  aid  in 
the  elementary  study  of  science  and  in  the  solution  of 
many  practical  problems;  and  it  should  lay  a  foundation 
sufficient  for  those  who  wish  to  continue  their  course  in 
mathematics. 


132 


Algebra  should  grow  naturally  out  of  arithmetic,  and 
the  equation  should  early  appear  to  the  pupil  as  a  great 
I onvenience,  if  not  a  necessity,  in  the  solution  of  .problems 
more  difficult  by  the  less  generalized  methods  of  arith- 
metic. He  should  see  the  equation  as  a  very  brief  and 
convenient  way  of  expressing  conditions  that  would  re- 
quire long  and  involved  English  expressions  in  arithmetic, 
and  should  acquire  the  ability  to  translate  general  truths 
into  algebraic  formulas  with  considerable  ease.  The  use 
of  the  graph  has  become  almost  universal  in  the  practical 
affairs  of  life,  and  it  should  receive  some  attention  in  an 
elementary  course  in  algebra. 

A  third  half-year's  worl^  in  algebra,  in  the  junior  or 
senior  year,  should  give  a  thorough  review  of  the  work  of 
the  first  year,  from  a  broader  view  point,  and  more  facil- 
ity on  the  technical  side  of  algebra.  Greater  emphasis 
than  in  the  first  year's  work  should  be  placed  on  the  stand- 
ard algebraic  forms  that  will  be  of  further  use  in  the  study 
of  mathematics  or  of  science. 

There  is  no  subject  that  is  better  than  geometry,  prop- 
erly taught,  to  give  effective  drill  in  clear  thinking  and  ac- 
curate expression.  A  feeling  of  reverence  for  truth  is  cul- 
tivated in  a  pupil  by  the  necessity  of  giving  exact  author- 
ity for  every  statement.  The  study  of  geometry  should  do 
much  to  correct  a  general  tendency  toward  slovenliness  and 
inaccuracy  of  expression.  A  demonstration  in  geometry, 
beginning  with  a  few  simple  known  truths  and  reasoning 
to  a  necessary  conclusion,  gives  a  most  valuable  training. 
Solid  geometry  is  especially  valuable  as  an  aid  to  the  cul- 
tivation of  space  intuition,  and  in  training  the  imagination. 
A  knowledge  of  it  is  essential  to  the  worker  in  many  lines. 

Trigonometry  is  an  extremely  practical  and  interest- 
ing subject,  especially  to  one  who  ends  his  mathematical 
training  with  it.  It  affords  good  training  in  accuracy,  and 
gives  much  practice  in  numerical  computation.  An  ele- 
mentary knowledge  of  it  is  a  great  aid  in  the  study  of  some 
of  the  sciences  and  is  indispensable  to  the  engineer. 

This  course  as  outlined  presents  a  wide  range  of  work 
in  arithmetic,  algebra,  geometry  and  trigonometry  and 
aims  to  give  the  pupil  much  of  both  the  cultural  and  vo- 
cational. It  aims  to  give  the  methods  and  history  of  math- 
ematics, develop  power  and  interest  and  the  idea  of  use- 
fulness of  mathematics  in  the  world  of  business,  science, 
and  industry.  The  distribution  of  the  algebra  and  geom- 
etry strengthens  the  idea  of  continuity.     Considerable  at- 

133 


tention  will  be  given  to  mental  arithmetic  and  the  teacher 
is  expected  to  do  much  in  holding  the  idea  of  the  abstract 
before  the  pupils  until  they  learn  to  think  in  terms  of  the 
abstract. 

It  is  planned  to  arrange  the  work  so  that  in  the  near 
future  considerable  algebra  work  can  be  done  in  the  Jvr  ior 

II  A  Class. 

The  text  is  not  yet  written  that  will  unify  these 
subjects  as  they  should  be  unified.  In  Germany,  France 
and  some  other  nations  they  do  not  differentiate  these 
as  we  do,  but  have  a  course  in  mathematics  that  is  a 
whole.  Their  superiority  in  this  line  leads  us  to  believe 
they  have  the  correct  idea  and  it  is  hoped  that  in  the  near 
future  we  shall  be  entitled  to  do  likewise. 

Coiir.se. 

JUNIOR  I  B. 

Text:     Stone-Millis  Arithmetic,   (Advanced). 

General  Review  of  whole  numbers;   fractions; 
decimals;  denominate  numbers. 
JUNIOR  I  A 

Mensuration. 

Percentage — its  various  forms;  applications  in 
profit  and  loss,  commission,  trade  discount, 
and  simple  interest. 

JUNIOR  II  B. 

Text:      Stone-Millis    Arithmetic,    (Advanced). 

Practical  measurements — surfaces;  volumes;  in- 
direct measurements.  Applications  of  percent- 
age in  insurance;  taxes;  discount;  compound  inter- 
est. 

JUNIOR  II  A 

Proportion  and  its  applications. 

General  review  exercises  based  upon  vocational 
problems;  also  a  thorough  course  in  mental  arith- 
metic, giving  it  half  the  time  in  this  semester. 

JUNIOR  III  B. 

Text:     Kent  Algebra. 

During  the  first  few  weeks  give  a  thorough  re- 
view and  drill  on  the  fundamental  processes 
as  they  have  been  learned  in  arithm.etic.     In 

134 


all  this  ninth  year's  work  correlate  ii  closely 
with  knowledge  gained  in  the  previous  arith- 
metic study.  Teach  fundamental  processes 
and  factoring. 


JUNIOR  III  A. 

Greneral  quadratic  expression,  common  fractions, 
one  system  in  simultaneous  equations,  graphic 
representation,   evolution. 

SENIOiR  I     B. 

Text:     Ford  and  Ammerman. 

Plane  geometry — two  books. 

SENIOR  I  A.      Plane  Geometry — three  books. 

SENIOR  II  B.     Advanced  Algebra — complete  the  text. 

SENIOR  II  A.      Solid   Geometry — complete  text. 

SENIOR  II  B.      Plane  Trigonometry. 
Text:      Wentw^orth-Smith. 


HOME  ECONOMICS. 

Domestic  Science. 

The  aim  of  this  course  is  to  give  a  thorough  knowl- 
edge of  foods,  cookery  and  the  general  problems  of  house- 
hold management;  in  other  words  to  develop  intelligent 
and  efficient  home-makers,  and  to  instill  a  love  for  the 
work  of  the  home  and  an  appreciation  of  its  value. 

Junior  I 

Junior  I  120  minutes  per  week. 

1.  Care  of  room  and  furniture. 

a.  General  plan  of  arrangement. 

b.  Cleaning.    (1)    room,    (2)    dishes  and  utensils, 

(3)    sink,    (4)    stove,    (5)    cupboards,    (6)    ic» 
chest. 

2.  Combustion  and  ventilation. 

a.  Principles    taught    by   experiment. 

b.  Making  fire. 


135 


3.  Water. 

a.     General  uses  and  characteristics, 
t).     Means  for  purification, 
c.     Municipal  system. 

4.  Cooking  staple  articles  of  food. 

a.  Cooking  food  containing     starch,     fiber     and 
aluminum  or  similar  compound. 

b.  Making  sauces  with  water,  stock  and  milk. 

c.  Making  biscuit,  muffins,  cakes  and  yeast  bread. 

d.  Miscellaneous — beverages,    salads,    candy,    ice 

cream. 

5.  Study  of  food  products. 

a.  Vegetables.      (1)   history  of  use,   (2)  how  cul- 

tivated, (3)  how  sold,  (4)  part  of  plant 
used  for  food. 

b.  Cereals.       (1)    corn,  reading  poems,  study  of 

plant,  study  of  products,  (2)  wheat, 
wheat  growing  sections,  time  and  man- 
ner of  planting  and  harvesting,  manufac- 
ture of  flour. 

c.  Milk   industry.      (1)    local   dairies,     (2)     dairy 

farms,  (3)  care  in  homes,  (4)  milk  prod- 
ucts. 

d.  Tea,    cocoa,    coffee,    (1)    history    of    use,    (2) 

study  of  plant,  (3)  preparation  for  mar- 
ket,   (4)    products. 

e.  Condiments.     (1)  part  of  plant  used,  (2)  where 

grown,  (3)  how  prepared. 

f.  Meat.      (1)   animals  used,   (2)   relative  cost  of 

parts. 

6.  Service  of  food. 

a.  Laying  table. 

b.  Family   service 

Junior  II 

Junior  II  120  minutes  per  week. 

1.  Review  principles  of  combustion  and  ventilation. 

2.  Review  study  of  water. 

3.  Study  how  to  protect  food  from  action  of  bacteria 

and  molds. 

4.  Determine   presence   of  starch,   sugar,    fat,   water, 

fiber  and  albumen  or  similar  compounds  in 
food  materials. 

5.  Cooking  vegetables  and  meats. 

136 


6.  Makinj;;  soups,  breads,   cakes,   salads,   pastry  and 

desserts. 

7.  Service  of  simple  meals. 

Junior   III   B. 

Course  I.     Cookery. 

One  period  daily  for  one-half  year. 

Laboratory  work,  lecture  and  recitation.  The  compo- 
sition, food  values,  and  cooking  of  all  classes  of  foods,  with 
the  scientific  principles  involved.  Special  attention  is  giv- 
en to  the  proper  and  attractive  serving  of  foods.  Near  the 
close  of  the  course  considerable  time  is  given  to  planning 
and  serving  of  meals. 

Junior  III  A. 

Course  I,  continued.  One  period  daily  for  one-half  year. 
This  course  aims  to  give  additional  practice  in  serving 
of  meals  and  to  deal  with  the  more  difficult  problems  of 
cookery  under  the  following  heads:  Canning  and  preserv- 
ing of  foods,  and  other  problems  of  household  bacteriolo- 
gy, adulterations  and  the  pure  food  problem,  the  phycholo- 
gy  of  digestion,  the  functions  of  various  foods  in  the  body, 
dietary  calculations  and  the  food  requirements. 

Senior  II. 

Course  II.    Cookery  and  Household  Management. 

Invalid  Cooking  and  Infant  Feeding.  Two  periods  a 
week  throughout  the  year  alternating  with  domestic  art. 

This  course  will  aim  to  give  a  general  knowledge  of  the 
feeding  of  infants  and  the  diets  suitable  to  various  diseases, 
study  of  household  accounts,  marketing  and  buying,  reg- 
ulation and  management  of  household  work,  and  home 
nursing. 

Elective  iu  Either  Senior  II  or  m. 

Household  Chemistry  and  Physics.  (See  outline  in  sci- 
ence course).     One  period  daily  for  one  year. 


DOMESTIC  ARTS. 

The  practical  purpose  of  this  course  is  to  give  skill  in 
the  clothing  processes;  knowledge  of  materials;  intelli- 
gence in  the  economic  and  artistic  use  of  clothing;  appre- 
ciation of  the  mechanical  and  artistic  results  of  textile 
workers  in  particular  and  of  all  workers  in  general. 


137 


Sixth  B  Grade. 

I.  Problem:      Tea  Towels. 

1.  Material:      White    striped    linen    (toweling),    1 

yd;  cotton  No.  50;  needle  No.  7,  blue  marking 
cotton;  white  linen  tape,  No.  4  or  5 — 6  inches. 

2.  Lesson:       Drawing  threads,  turning  hem   (pa- 

per model),  basting  (even),  hemming,  mark- 
ing. 

3.  Discussion:  Use,  durability,  suitability  of  dif- 
ferent materials;   cost   (approximately  15c). 

4.  Three  reasons  for  hemming  tea  towels:  econ- 
omy,  sanitation,   neatness. 

5.  Application  of  domestic  art  in  kitchen:  hold- 
ers, cooking  cloths,  towels,  sash  curtains, 
aprons. 

II.  Problem:      Crochet  bedroom  slippers. 

1.  Material. 

2.  Lesson:  How  to  hold  hook  and  thread.  Work 
on  sample,  chain  stitch,  single  crochet,  double 
crochet,  picot. 

3.  Slippers,  discussion:  Christmas  spirit,  giving 
of  simple  gifts,  making  for  others, 

4.  Repair  work:      "A  stitch  in  time  saves  nine." 

Darning. 

III.  Problem:      Christmas  Gifts. 

1.      Satchets,  pincushions  or  needle  cases. 

Sixth  A  Grade, 

I.  Problem:     Napkins. 

1.  Material:     From   old   linen. 

2.  Lesson:      Hems       (paper       model),       drawing- 

threads,  turning  one-fourth  inch,  second  turn- 
ing one-fourth  corners  (blackboard  drawings), 
basting  (even),  French  or  nappery  hem,  be- 
ginning and  joining  threads. 

3.  Discussion:      Linen      industry     and      weaving; 

table    linen:      Napkins,    table      cloth,      silence 
cloth,   doilies:      durability,     cost,     suitability, 
economy,  laying  of  table. 

II.  Problem:      Cooking  towel  or  short  kimona  jacket. 

1.  Materials:      Turkish    towel,    ribbon,    silkaleen. 

2.  Lesson:      Blanket   stitch,    catch   stitch,   French 

knots. 

138 


III.  Repair  work.     Cotton  hemmed  patch,  application 

to  garments. 
1.     Material:    Two    8-inch    squares    of    gingham; 

needle  No.  8,  cotton  No.  60. 
Lesson:      Cutting,    creasing,   cutting   hole,   turning 

edges,   fitting  and  matching,  stripes,   basting, 

hemming,   overcasting  edges. 
3.     Gingham:         Warping,       weaving,       washing, 

starching,    stretching  and   ironing.      Kinds   of 

gingham  (1)  domestic,  (2)  Scotch,  (3)  prints, 

weaving,  varnishing  and  stamping  rollers,  Ink 

in  design,  stamping. 

IV.  Problem:      Cooking  apron. 

1.  Materials:  Indian  head  cotton,  2  yards  (45 
inch),  at  20c;  cotton  No.  50,  needles  Nos.  7 
and  8;  four  buttons. 

2.  Lesson:  Discussion  of  kitchen,  aprons.  Use, 
materials,  laundering.  White — economy  in 
kitchen,  durability,  cost. 

3.  Making — taking  measures,  planning  of  ma- 
terial and  pattern,  pinning  on  pattern,  cutting. 

4.  Bib,    hemming,    gathering,    band,    buttonholes 

and  buttons. 

V.  Problem:      Christmas  gifts. 

1.  Towels,  hemstitched  or  scalloped. 

2.  Runner  for  dresser  or  table — course  linen. 

Junior  I 

Junior  I  Sewing,  120  minutes  per  week. 

Introductory:  Sewing  in  the  home.  Dower  chest, 
household  linen:  Use  and  decoration;  economy,  cost,  dura- 
bility, amount  and  sizes.  Personal  linen:  material  and 
decoration,  suitability  to  age  and  station,  hygiene  and  san- 
itation of  undergarments. 

L     Problem:       Pillow    slips    (hemstitched). 

1.  Material:     Two  pillow  slips,  42  Inch  unbleach- 

ed   muslin. 

2.  Lesson:       Tearing,    drawing    threads,    pinning 

and  basting,  overhanding  seam,  finishing?  off 
opposite    end,    turning,    pinning    and    basting 
hem,   hemstitching,  monograming. 
II.      Problem:     Combination  suit. 

1,  Material  two  and  one-half  yards  long  cloth, 
four  and  one-half  yards  edging  at  5c,  spool 
cotton  No.  70,  tape. 

139 


2.  Lesson:  Discussion  of  style  and  patterns,  i-im- 
plicity,  comfort  and  looks.  Measures  and  al- 
teration of  patterns.  Pinning  and  planning 
pattern.  Cutting  (warp  and  woof).  Basting. 
Machine  practice.  Combining  machine  and 
handwork.  Bias  facings.  Lace,  buttons  anr" 
buttonholes. 
III.      Problem:     Sewing  Bag   (cross  stitch). 

1.  Material:  Aida  cloth,  9x14  inches;  two  skeins 
silk;  two  yards  cord;  needles;  sewing  No.  8, 
crewel.  No.  7. 

2.  Lesson:      Discussion  and  plan  of  bag  and  de- 

sign, straightening  material,  overcasting  raw 
edges  to  prevent  fraying,  folding  and  finding 
center  for  design,  application,  cross  stitch, 
sewing  up  sides,  and  end  (back  stitch),  hem- 
ming top,  eyelets,  drawing  in  of  cords. 

Junior  II 

Junior  II  Sewing  120  minutes  per  week. 

Introductory:  How  a  young  girl  should  dress,  ap- 
propriateness of  style,  material,  etc.  Individuality  ex- 
pressed in  clothes. 

I.      Problem:      School  dress,    (cotton). 

Appropriateness,  style,  materials,  trimming,  pos- 
sibilities of  a  girl  in  making  her  own  dress. 
Simplicity  keynote  in  style,  material,  finish. 
Sample  discussed,  style  selected.  Cost,  under 
$2.00. 

Senior  l. 

Dressmaking:      One  period  daily  for  one  year. 

A  review  of  girls'  clothing,  study  of  wool  and  silk,  the 
study  of  the  care  of  the  wardrobe,  the  problem  and  the 
practice  in  handling  woolen  goods. 

Senior  II. 

Domestic  Art.  Two  periods  a  week  throughout  the 
year,  alternating  with  cookery  and  household  management. 

This  course  aims  to  give  a  general  knowledge  of 
clothing  for  children,  and  the  making  of  an  evening  or 
party  dress,  and  an  infant's  wardrobe. 

Senior  III,  A. 

Millinery  and  costume  making.     Daily  for  one  year. 

140 


INDUSTRIAIi  ARTS. 

This  course  has  been  arranged  with  the  aim  of  giving 
the  pupil  the  greatest  opportunity  of  realizing  on  his  latent 
abilities,  to  enlarge  his  scope  of  usefulness,  and  to  make 
him  master  of  himself.  It  is  necessary  to  broaden  his 
course  of  training  and  direct  it  in  such  a  way  that  his  abili- 
ties can  be  made  marketable. 

It  is  the  desire  of  this  department  to  be  of  service  to 
the  other  departments  of  the  school,  and  to  keep  in  close 
touch  with  the  best  methods  of  the  industrial  world.  In 
this  day  of  sharp  competition  it  is  the  duty  of  the  school 
to  prepare  the  boy  and  girl  to  successfully  meet  the  prob- 
lems of  life.  No  effort  has  been  spared  to  place  before 
the  student  a  practical  course.  Every  project  in  the 
grades  and  in  the  H.  S.  is  in  itself  a  useful  article  for  the 
home,  school,  or  play  ground.  The  exercises  consist  of 
pieces  of  work  in  various  forms,  and  are  so  arranged  that 
each  new  exercise  brings  into  use  either  a  new  tool  or  a  new 
method  of  using  a  tool,  and  so  graded  that  the  develop- 
ment is  gradual. 

Supplementary  exercises  are  offered  in  all  grades  in 
shop  work,  in  addition  to  those  required  for  a  grade;  there- 
by provision  is  made  for  the  fast  worker,  and  some  oppor- 
tunity offered  for  individual  choice.  That  manual  train- 
ing is  a  forerunner  of  industrial  work  is  clearly  recognized. 
We  hope  to  be  in  a  position  to  offer  a  course  in  practical 
forging  in  the  near  future,  thereby  enabling  the  boys  to 
continue  in  industrial  training. 

Drawing  is  closely  correlated  with  shop  work,  both  in 
the  Junior  and  in  the  Senior  High  School.  Advanced  classes 
are  required  to  do  sketching  and  blue  printing,  using  the 
best  and  most  practical  methods.  Each  pupil  who  finishes 
the  course  in  architectural  drafting  will  draw  plans  for  a 
two  story  house  with  detS,ils  complete,  or  its  equivalent. 

All  students  of  this  department  above  the  Junior  II 
class,  in  order  to  receive  credit,  will  be  required  to  spend 
at  least  one  fourth  of  their  time  making  or  repairing  ap- 
paratus for  the  school.  Our  boys  learn  by  doing  and  this 
department  aims  to  be  of  service.  Students  are  invited  to 
bring  from  home  such  repair  work  as  can  be  successfully 
handled.  The  students  of  cabinet  making  will  be  taught 
to  repair  as  well  as  to  make  furniture.  We  hope  to  be  able 
to  give  the  boys  an  opportunity  to  do  some  house  construc- 
tion work.     One  of  our  aims  is  a  neat,  substantial,  well  ar- 

141 


ranged  cottage  planned  and  built  by  the  boys  of  the  L»ew- 
iston  High  School. 


Outline  of  S 

hop  Courses. 

Grades 

6-B 

6-A 

1 

Pencil   sharpener 

11 

Sled 

2 

Plant    marker 

12 

Whisk    broom 

3 

Tree  tag 

13 

Doll's   chair 

4 

Thread   winder 

14 

Doll's    table 

5 

Stand  for  paper  file 

15 

Bird  house 

6 

Buzzer 

16 

Cart 

7 

Key   board 

17 

Wind   Mill 

8 

Darts 

18 

Nail  Box 

9 

Picture   Frames 

.    Four  required  fo 

0 

Sword 

1 
d; 

,    2,    3,   4   and   6   requir- 
must  finish  seven  for 

holder 


a  grade. 


8 


10 
11 


Junior  High   School. 
Junior  I-B  Junior  I-A. 


Cutting   board 
Cake   board 

or 
Crock   cover 
Bread  board 
Sleeve  board 
Coat  and  hat  rack 
Spool   holder 
Ring  toss 
Water  wheel 
Handkerchief   box 
Knife   polishing   box 
Stationery    box 
(First    six    projects    re- 
quired for  a  grade). 


12  Wall    pocket 

13  Letter    box 

14  Bench   hook 

15  Towel   roller 

16  Rod  towel  roller 

17  F'olding   towel   rack 

18  Foot   stool 

19  Kite    string   wheel 

20  Pile  driver 
(Projects  12,   13,  14  re- 
quired,   must    finish    four' 
for  grade). 


142 


Junior  II-B 

Junior  II-A 

1     Book   rack 

10 

Single    tree 

2      Magazine    rack. 

11 

Canoe    paddle 

3     Foot    stool 

12 

Test   tube 

4     Necktie   rack 

13 

Umbrella  stand 

5      Desk   tray 

14 

Eread    moulding 

6     Screen 

board 

7      Cliicken   coop 

15 

Flower    box 

8      Milk  stool 

16 

Tabouret 

9     Waste    basket 

17 

Step  ladder 

(Four    required      for     a 

18 

Jumping  standard 

grade). 

19 

Hurdle 

20 

Clock  shelf 

(Five  required  for  grade) 

Other  approved  work  may  be  substituted  for  some  of 
the  above  projects. 

Junior  Hi 

(Joinery) 

The  object  of  this  course  is  to  familiarize  the  student 
with  the  most  common  practical  joints  used  in  construc- 
tion work.  After  successfully  making  the  joint  some  proj- 
ect will  be  constructed  which  will  demonstrate  its  appli- 
cation. In  the  second  semester  some  time  will  be  given 
to  the  making  and  finishing  of  simple  articles  of  furniture. 

Junior  III-B. 

Mechanical  drawing  is  required  of  £lll  students  of  this 
course.  The  student  will  attain  proficiency  in  the  use  of 
instruments  and  the  conventions  of  drawing  through  lines, 
circles,  isometric,  oblique  and  cabinet  projections.  Atten- 
tion will  be  given  to  the  making  of  working  drawings  for 
use  in  the  shop. 

1  Kalf    joint,    project — Bicycle    rack,    saw    buck    or 

drying  rack. 

2  Mortise  and  tenon  joint — blue  print  frame. 

3  Miter  joint — miter  box,  triangles,  screen. 

4  Rabbit  joint — glove  or  handkerchief  box. 

5  Tongue  and  groove — drawing  board. 

6  Exercise  involving  the  combination  of  rabbit  and 

"T"  joints — letter  file  or  drawer. 

143 


Junior   m-A. 

This  term's  work  will  be  a  continuation  of 
the  above.  The  student  will  take  up  the  revolution  of 
solids,  intersection  of  surfaces,  development  of  patterns  and 
blue  printing.  The  work  of  this  year  will  be  closely  as- 
sociated with  the  shop  when  possible  and  accuracy  of  work 
neatness  of  lettering-  will  be  insisted  upon. 

7  Feather  or  slip  joint,   project,   box  or  hopper. 

8  Butt  hopper  joint,  project,  box  or  hopper. 

9  Dove   tail  joint,   project,    drawer. 

10  Wedge-tenon  joint,  project,  foot  stool  or  book  rack. 

11  Small  library  table  or  center  table. 

12  Telephone  stand. 

All  of  the  above  joints  must  be  made,  but  the  projects 
may  be  supplemented  by  other  approved  exercises. 

Senior  High  School. 

Senior  1 

Cabinet   Making. 

This  year's  work  will  consist  of  the  construction  of  the 
best  and  most  up-to-date  pieces  of  furniture  and  cabinet 
work.  Much  emphasis  will  be  placed  upon  finish  during 
the  second  semester  of  this  year's  work. 

Senior  I-B  classes  will  be  required  to  take  furniture 
drawing  and  designing.  Senior  I-A  students  may  continue 
the  drawing  of  the  previous  term  or  they  may  elect  in  ar- 
chitectural drawing. 

Senior  I-B  Senior  I-A 

1  Dictionary  stand  7  Davenport 

2  Morris  chair  8  Rocker 

3  Writing  table  9  Piano  bench 

4  Sewing  table  10  Book  case  or  cabinet 

5  Dining  room  chair  11  Library  table 

6  Settee  12  Chest 

Each  student  must  finish  at  least  one  of  the  above  for 
grade. 

Senior  II-A 

Advanced  Forging. 
This  course  is  a  continuation   of  the   previous  term's 
work  and  consists  largely  of  the  making  of  tools  for  the 

144 


shop  and  a  study  of  the  various  grades  of  iron  and  steel. 
Attention  is  given  to  the  working  of  tool  steel  and  spring- 
steel. 

Machine  drawing  is  required  of  Senior  II-B  and  II-A 
students  and  will  consist  of  development  of  helix,  "V"  and 
square  threads,  bolts,  nuts,  regular  and  Irregular  machine 
parts,  cams  and  .gears. 


Exercises: 

1 

Pick  up  tongs 

8 

Eye  punch 

2 

Swivel 

9 

Hcimmer 

3 

Door  clasp 

10 

Hot  cutter 

4 

Heading  tools 

11 

Shovel 

5 

Screw  driver 

12 

Single   tree   hook 

6 

Punch 

13 

Hay  hook 

7 

Cold  chisel 

14 

Chain 

Senior  U-B 

Forging. 
The  work  of  this  semester  will  consist  of  study  of  the 
forge,  how  to  manage  and  make  a  fire,  the  various  heats, 
drawing  out,   bending  and   making   the   articles  listed   be- 
low or  their  equivalent  will  constitute  this  term's  work. 


Exercises: 

1 

Drawing  square  stock 

11 

Upsetting 

2 

Making  of  wedge 

12 

Upset  corner  bend 

3 

Drawing  out  flat 

13 

Angle  piece 

4 

Solid  eye  brace 

14 

Scarf  welding 

5 

Drawing  out 

15 

Ring  weld 

6 

Staple 

^^ 

Making  of  bolts 

7 

Eye  and  point 

17 

Shackle  bolt 

8 

Meat  hook 

18 

Flat  tongs 

9 

Cate  hook 

19 

Double  eye  bolt 

10 

Punching  exercise 

Senior  H-B 

Wood 

Turning 

The  student  will  be  taught  the  use  and  care  of  turn- 
ing tools,  turning  of  beads,  boarding,  face  plate  and  chuck 
work. 

The  first  thirteen  of  the  following  exercises  must  be 
finished  for  a  grade  unless  similar  work  can  be  substit- 
uted. 


145 


Exercises: 

1 

Chisel    exercises    (cyl- 

10 

Dumb-bell 

inder) 

11 

Gavel 

2 

Gouge    exercise 

12 

Hallow  tray 

3 

Gouge    exercise 

13 

Vase 

4 

Skew   chisel   exercise 

14 

Collar  and  button  box 

6 

Potato   masher 

15 

Napkin  ring 

7 

Screw  driver  handle 

16 

Sphere 

8 
9 

Indian  club 
Rolling  pin 

17 

Croquet   set 

Senior  H-A 

Pattern  Making. 

Such  exercises  have  been  selected  as  will  enable  the 
student  to  become  familiar  with  the  principles  of  pattern 
making,  and  by  actually  making  the  pattern,  placing  and 
pulling  it  from  the  sand  he  will  better  understand  the 
process  of  machine  construction,  machine  drawing  and 
their  relation  to  the  iron  industry. 

The  class  should  make  one  or  two  trips  to  the  foun- 
dry to  enable  the  students  to  understand  the  correlation 
of  the  pattern  shop  with  the  foundry. 

Exercises: 

1  Cylindrical  casting  pattern, 

2  Cast  iron  discus  pattern. 

3  Grooved  pulley  pattern 

4  Pipe    elbow    pattern 

5  "T"  casting  pattern. 

6  Pulley  pattern. 

7  Gear  wheel   pattern. 

8  Cone  pulley  pattern. 

Six  exercises  required  for  a  grade. 

Senior  High  School  ni-B. 

(House  Construction) 

The  students  of  this  course  will  be  given  practical 
training  in  the  construction  of  buildings  and  estimating 
cost  of  construction  work. 

Senior  III-B 

(House   construction   or   Cement  work). 

Students  may  continue  the  work  of  previous  term  or 
may  take  up  practical  work  in  cement  construction. 

146 


Architectural  drawing  is  required  of  all  Senior  III 
students  and  will  consist  of  detail  drawings  of  doors,  win- 
dows, roof  and  floor  plans.  Elevations  will  be  drawn  and 
blueprints  made. 


ART 

The  aim  of  the  art  instruction  in  the  Junior  High 
School  is  to  develop  an  appreciation  of  what  is  good  and 
beautiful  in  nature  and  art.  Considerable  time  will  be 
given  to  the  study  of  the  great  masterpieces,  the  lives  of 
the  glrtists,  and  masterpieces  of  art  application  in  design 
and  composition.  The  pupil's  power  to  express  himself 
will  be  encouraged  and  the  habit  of  using  drawing  as  a 
mode  of  expression  of  ideas  will  be  emphasized.  This  worlc 
is  given  as  a  supplement  to  the  Domestic  Economy  and 
Manual  Training  work  and  is  required  for  full  credit  in 
those  classes.  One  hour  per  week  will  be  devoted  to  this 
study. 

Junior  I. 

Design — Simple  principles — applications  in  stencil, 
wood  block  printing,  book  binding.  Emphasis  is  placed 
upon  color  harmony.  Drawing  of  still  life,  flowers,  fig- 
ures. 

Art  study — Selected  masterpieces. 

Junior  II. 

Design — Study  line,  space,  tone  and  color  harmony, 
free  hand  lettering. 

Drawing — Type  solids;  flowers,  fruits,  etc.,  outlined 
and  then  conventionalized;  landscapes.  Emphasis  on  judg- 
ing space,  proportion,  blocking,  perspective. 

Art  study — Selected  masterpieces. 

Junior  III. 

Design — Continue  work  of  previous  year  giving  more 
emphasis  to  composition. 

Drawing — Continue  work  in  line  and  color. 
Enlarge  work  on  perspective. 
Art  Study — Selected  masterpieces. 


147 


MUSIC. 

Junior  I. 

1   hour  per  week. 

Voices — Careful   classification. 

Study  songs — Selected — Codas  or  Alternate  Third  Book, 
Modern  Music  Series. 

Singing  unison,  two  part  and  three  part  work.  Cho- 
rus singing — selections  from  Codas  or  School  Song  Book. 

Introduce  bass  clef. 

Review  major  and  minor  keys  studied  during  previous 
years  and  introduce  D  minor,  P  sharp  minor,  C  minor  and 
C  sharp  minor  in  melodic  and  harmonic  forms  studied  with 
their  relative  majors. 

Review  chord  progressions  of  tonic  dominant,  and  sub- 
dominant  in  major  mode. 

Musical  appreciation — Story  and  music  of  "II  Trova- 
tore"  and  "Martha."     Use  Victrola.     Study  lives  of  authors. 

Junior  II. 

1  hr.  per  week. 

Voices — Careful    classification. 

Selected  songs  studied  as  in  previous  year. 

Singing  in  unison,  two  part,  and  three  part.  Thorough 
mastery  of  bass  clef.     Chorus  singing   (Selected), 

Review  all  the  major  scales  with  their  relative  minors 
dnd  introduce  P  minor  and  G  sharp  minor  in  their  melo- 
dlec  and  harmonic  forms. 

Review  chords  of  previous  year. 

Follow    chord    progressions    found    in    outline.    Tones 
of    tonic,    dominant    and    sub-dominant    in    minor    mode. 
Musical  appreciation — story  of  "Faust"  and  "Tannhauser." 
Use  of  Victrola  in  connection. 

Study  lives  of  authors. 

After  the  eighth  year  the  music  in  the  High  School  is 
optional  and  only  chorus  work  is  offered.  Girls  and  Boys' 
Glee  Clubs  and  mixed  choruses  will  be  organized  as  well 
as  band  and  orchestra  for  which  one-fourth  credit  will  be 
given  for  a  year's  work. 

PHYSICAIi  EDUCATIOX.  ' 

(See  note  on  Physical  Education  for  Elementary  School) 

148 


Girls: 

The  purpose  of  the  work  in  physical  education  is  pro- 
gressive and  is  planned  to  train  the  girl  physically  in  ac- 
tivities which  will  give  her  self  control  and  self  direction 
and  lead  her  to  the  full  realization  of  health  and  happi- 
ness. Because  of  the  immense  importance  of  the  trans- 
itional period  from  childhood  into  early  adolescence,  the 
physical  director  will  see  that  special  care  is  exercised  in 
selecting  and  carrying  out  the  activities  of  those  grades. 
Girls  who  for  any  reason  cannot  take  the  regular  work 
are  given  special  and  corrective  work  according  to  their 
individual  needs. 

The  practical  physical  work  will  consist  of:  marching, 
running,  tactics,  free  hand  exercises,  rythmic  work,  exer- 
cises with  light  apparatus,  free  play  and  running,  gym- 
nastic games,  athletic  games,  organized  games.  Outdoor 
work:  volley  ball,  baseball,  basket  ball,  hand-ball,  hockey, 
tennnis,  track,  interclass  games.  Talks  and  attention  will 
be  given  to  instruction  in  personal  hygiene,  sanitation, 
first  aid  and  bandaging,  physical  examinations  and  special 
individual  corrective  work. 

Boys: 

Special  effort  will  be  made  to  develop  the  habit  of  out- 
door exercise  and  maintain  an  active  interest  in  those 
athletic  games  that  are  sources  of  organic  vigor,  of  vitality, 
of  physical  and  mental  efficiency. 

It  is  the  aim  in  this  work  to  provide  every  boy  the 
opportunity  to  engage  in  those  physical  activities  that  are 
known  to  be  of  value  in  developing  strength,  skill,  co- 
ordination, good  posture,  and  certain  desirable  traits  of 
character  as  courage,  confidence,  sound  judgment  and  will 
power,  limitation  and  control  of  the  human  body.  Par- 
ticular care  will  be  exercised  in  selecting  and  adapting  the 
work  to  the  various  periods  of  adolescent  life.  Any  boy 
who  for  any  physical  reason  cannot  take  the  general  work 
will  be  given  special  corrective  work  suited  to  his  needs. 

The  following  general  work  is  suggested: 

Marching  and  tactics,  free  hand  exercises,  light  ap- 
paratus, free  play  and  short  outdoor  races,  organized 
games,  floor  maneuvers,  free  arm  calisthenics,  dumb  bells, 
Indian  clubs,  military  marching  and  drill,  setting  up  ex- 
ercises, apparatus  work,  indoor  and  outdoor  gymnastic 
and  athletic  games  and  play,  wrestling,  boxing,  track  work, 
baseball,  basketball. 

149 


HIGH    SCHOOL  ENROLLMENT 


GIRLS 125 

BOYS 100        TOT>^L   ZZ8 


Lewiston    High    School    January,    1914. 


AVERAGE  DAILY  ENROLLMENT 


OF 


LEWISTGN  HIGH    SCHOOL 


'l<iOO    01      OZ      03     D4     05     06      07     08     '09      10      II       '.Z       15       '* 


School  Enumeration  /And 
Enrollment  IN  THE  Lewiston 
Public 'AND  Private    Schools 
Sept  i<?i4 


6       7      8       9      \0     \\       11     i5     14     15      16      t7      IS     /<?     20 

■■  Lewiston  Public  Schools  ^  Pr\vat£ 
Not  \h  attendance 


SCHOOL  CENSUS 

OF 

LEWISTON  SCHOOL   DISTRICT 

q?    <?0    <?<?    00    01    02    05  04   'OS    Ob    07  OS    0<7   10   '11     72     i3     I*     iS 


ENROLLMENT 
LEWISTON  PUBLIC  SCHOOLS 

iOHOOL    YEAR    FEB'  2  7,    '14 


1 


KindgUf'JndJdI-tKB*  6th  7th  8th9thl0ihl1ihlAh  PG, 


AVERAGE  DAILY  ENROLLMENT 

OF 

LEWISTON   SCHOOLS 


1900    -01     -02    -05    04-     OS    Ob    07    08    W    70     11      12,     15    U 


Note — Since  going  to  press  with  this  publication,  the 
name  of  the  Lewis  and  Clark  school  has  been  changed  to 
that  of  Webster  school. 


Organization,  Rules  and 
Regulations 

INDEPENDENT  SCHOOL  DISTRICT  NO.  1 

Excerpts  from  the  Charter  of  Independent  School  Dis- 
trict No.  1,  and  General  Law. 

"Boundaries  of  Districts..  That  portion  of  Nez  Perce 
County  in  the  State  of  Idaho  comprising  the  City  of  Lewis- 
ton  and  the  territory  adjacent  thereto,  described  as  follows, 
to-wit:  Commencing  at  the  junction  of  Snake  and  Clear- 
water River  and  running  thence  easterly  following  the  me- 
ander of  the  Clearwater  River  to  the  west  line  of  Nez  Perce 
Indian  Reservation;  thence  southerly  to  the  northeast  cor- 
ned of  Sec.  20  of  Township  35  north  of  Range  4  west,  Boise 
Meridian;  thence  west  on  said  line  to  the  Snake  River; 
thence  northerly  along  said  river  to  the  place  of  beginning; 
is  hereby  organized  and  established  as  an  independent 
school  district,  to  be  known  as  district  No.  1,  of  Nez  Perce 
county,  Idaho,  with  the  powers  hereinafter  specified." 

Mectlon  of  Board.  "The  electors  of  said  district  shall 
assemble  at  the  public  school  house  in  the  City  of  Lewiston 
on  the  third  Wednesday  of  May,  A.  D.,  1881,  and  shall 
then  and  there  choose  by  ballot  five  (5)  directors  of  schools 
of  said  district  one  of  whom  shall  serve  for  one  (1)  year, 
two  (2)  for  two  (2)  years,  and  two  (2)  for  three  (3)  years, 
th«  time  that  each  shall  serve  to  be  designated  on  the  bal- 
lot; and  annually  thereafter  on  the  first  Monday  of  April 
one  or  two  directors  as  may  be  necessary  to  succeed  the 
director  or  directors  whose  term  of  office  is  about  to  ex- 
pire shall  be  elected,  and  each  of  said  directors  shall  serve 
for  the  term  of  three  (3)  years  and  until  his  successor  is 
el«ct«d  and  qualified. 

155 


"The  term  of  office  of  said  directors  shall  commence 
at  the  first  regular  meeting  of  the  board  succeeding  the 
day  of  election." 

Organization  of  the  Board.  "Said  board  of  directors 
shall  on  the  first  day  of  July,  A.  D.,  1881,  and  thereafter 
on  the  fourth  Monday  in  April,  unless  said  day  be  a  legal 
holiday,  and  in  that  case- upon  the  Tuesday  following  the 
fourth  Monday  in  April,  meet  and  organize  by  choosing 
from  their  number  a  president  who  shall  preside  at  all 
meetings  of  the  board.  They  shall  also  choose  at  said  time 
some  competent  person  to  act  as  clerk  of  the  board:  Pro- 
vided, That  a  member  of  the  board  may  be  elected  as  clerk; 
and  they  shall  at  said  time  fix  the  compensation  of  the 
clerk. 

"Said  clerk  shall  execute  to  the  district  in  such  sum 
as  shall  be  required  by  the  board  of  directors,  conditioned 
faithfully  to  perform  the  duties  of  his  trust  and  faithfully 
to  account  for  and  pay  over  as  may  be  required  by  the 
board  of  directors  or  the  law  all  moneys  that  may  come 
into  his  hand  as  such  clerk." 

"Three  (3)  members  of  the  board  of  directors  shall 
constitute  a  quorum  for  the  transaction  of  business  at  any 
regular   or   special   meeting." 

Superintendent. 

"The  Superintendent  of  Schools  of  said  Independent 
District  No.  1  shall  have  general  supervision  of  the  schools 
of  said  district,  subject  to  the  control  of  the  board.  He 
shall  report  the  condition  of  such  schools  from  time  to 
time  as  requred  by  the  board.  He  shall  superintend  the 
grading  of  the  same  and  the  examination  and  promotion 
of  all  pupils,  and  he  shall  perform  such  other  duties  as  may 
be  required  by  the  board^  He  shall  be  ex-officio  a  mem- 
ber of  the  board  of  directors  of  said  district  but  shall  not 
have  the  power  to  vote.  He  shall  also  make  to  the  state 
superintendent  of  Idaho  such  reports  as  may  be  required 
by  said  State  Superintendent,  and  shall  make  such  reports 
to  the  County  Superintendent  of  Public  Instruction  as  are 
required  by  the  general  laws  of  the  State  of  Idaho,  or  that 
may  be  required  by  said  County  Superintendent." 

Duties  of  Officers. 

"The  president  shall  preside  over  all  meetings  of  the 
board,  and  in  case  of  his  absence  or  inability  to  act,  a  presi- 

156 


dent  pro  tempore  shall  be  chosen  who  shall  have  all  the 
powers  of  the  president.  The  president  shall  sigrn  all  or- 
ders and  orders  for  warrants  issued  by  the  clerk,  and 
shall  perform  such  other  duties  as  the  board  may  require. 

"The  clerk  shall  act  as  clerk  of  the  district  and  clerk 
of  the  Board  of  Education.  In  case  of  his  absence,  inabil- 
ity or  refusal  to  act,  a  clerk  pro  tempore  shall  be  chosen. 
The  clerk  shall  notify  in  writing  all  persons  elected  or 
appointed  to  any  office  in  the  district  within  five  (5)  days 
after  the  election  or  appointment;  he  shall  give  personal 
notice  to  each  of  the  directors  of  the  district  of  special 
meetings  of  the  board  upon  request  of  the  president  or  any 
two  (2)  members  of  said  board;  and  he  shall  give  at  least 
ten  (10)  days  notice  by  publication  in  a  newspaper  of  all 
regular  or  special  meetings  of  the  electors  of  the  district 
and  the  object  of  such  meetings,  in  such  form  as  may  be 
required  by  the  board  of  directors:  he  shall  keep  an  ac- 
count of  the  expenses  of  said  district  and  a  full  list  of  the 
property  of  the  same;  he  shall  on  the  order  of  the  board 
of  education  draw  and  sign  orders  for  the  payment  of- 
money,  said  orders  to  be  drawn  under  the  provisions  of 
the  general  laws  of  the  State  of  Idaho  governing  schools^ 
Said  order  shall  be  signed  by  the  President  and  the  Clerk 
shall  attest  the  same  with  the  corporate  seal  of  the  district. 
He  shall  perform  such  other  duties  in  connection  with  his 
office  as  may  be  prescribed  by  law  or  that  may  be  re- 
quired by  the  Board  of  Directors." 

By  the  Statutes  of  the  State  of  Idaho,  it  is  made  the 
duty  of  the  Treasurer  of  each  county  upon  the  presentation 
of  any  order  from  the  clerk  of  the  Board  of  Independent 
School  District,  countersigned  by  the  Chairman  of  the 
Board,  or  in  his  absence  by  the  other  members  of  the 
Board,  to  draw  his  warrant  upon  the  school  fund  stand- 
ing to  the  credit  of  said  district  in  favor  of  the  person 
mentioned  in  said  order. 

House  Bill  No.  105 — Session  Laws  Idaho  1909. 

Sec.  20.  Powers  of  the  Board.  "The  board  of  Direc- 
tors of  (Independent  School  District  No.  1  of  Nez  Perce 
County,  Idaho)  shall  have  the  power  and  it  shall  be  their 
duty  to  make  such  laws,  rules  and  regulations  as  they  deem 
expedient  and  necessary  for  their  own  government  of  the 
schools  of  the  district  not  inconsistent  with  the  provisions 
of  this  Act." 

Sec.  31.  Qualifications  of  Teachers.  "Within  four  (4) 
months  after  their  employment  in  the  schools  of  Independ- 

J57 


ent  School  District  No.  1  of  Nez  Perce  County,  Idaho,  shall 
conform  to  the  requirements  of  the  general  achool  laws  of 
the  State  of  Idaho  relative  to  the  qualificatlouB  of  teachers 
and  shall  be  subject  to  all  the  conditions  and  requirements 
provided  in  said  laws." 

General  School  Law. 

"Duties  and  Powers   of   Trustees  of   Indei)endent  School 
Districts. 

"To  determine  the  number  of  qualifications  of  teacher 
who  shall  be  employed,  to  determine  if  school  shall  be 
maintained  for  more  than  nine  (9)  months,  to  fix  the  date 
of  beginning  of  the  school  year,  to  determine  the  length  of 
the  school  day,  and  to  provide  for  the  dismissal  of  primary 
pupils  before  the  regular  time  of  closing  school." 

"To  employ  a  Superintendent  of  schools  for  a  term  not 
to  exceed  three  (3)  years,  who  shall  be  the  executive  officer 
of  the  board,  and  with  such  powers  and  duties  as  they  may 
prescribe,  together  with  such  powers  as  are  now  and  may 
hereafter  be  presented  by  the  laws  of  the  State." 


ORGANIZATION  AND  GENERAL  REGULATIONS. 

The  Lewiston  City  Schools  shall  be  organized  as  fol- 
lows: 

1.  Elementary  Schools. 

2.  Secondary  School. 

The  Elementary  Schools  shall  be  organized  on  the  basis 
of  six  grades  numbered  consecutively — the  first  being  the 
lowest.  The  first  three  years  are  known  as  the  Primary 
Grades,  and  the  following  three  years  as  the  Intermediate 
Grades.  The  Secondary  School  shall  be  organized  in  two 
divisions — a  Junior  High  School  and  a  Senior  High  School. 

The  Junior  High  School  shall  be  organized  on  the  basis 
of  three  year's  work  designated  as 

1.  Junior  First  Year. 

2.  Junior  Second  Year. 

3.  Junior  Third  Year. 

Each  year's  work  shall  be  divided  into  two  classes, 
B.  and  A. 

The  Senior  High  School  shall  be  organized  on  the 
basis  of  three  years'  work,  designated  as 

1.  Senior  First  Year. 

2.  Senior  Second  Year. 

3.  Senior  Third  Year. 


1.^8 


Each  years'  work  shall  be  divided  Into  two  claase,  B 
and  A. 

The  school  year  shall  consist  of  36  weeks,  divided  into 
two  semesters  of  18  weeks  each. 

The  school  opens  on  the  first  Monday  of  September 
annually,  unless  for  special  reason,  ordered  otherwise  by 
the  Board. 

Daily  Sessions:  There  shall  be  two  daily  sessions  in 
all  the  graded  schools  and  two  recesses  of  15  minutes  each 
in  all  elementary  schools.  The  first  session  in  the  elemen- 
tary schools  shall  commence  at  9  a.  m.  and  close  at  11:50  a. 
m.  The  second  session  shall  commence  at  1  o'clock  p.  m. 
and  close  at  3:30  p.  m.  Grades  one  and  two  shall  be  dis- 
missed before  the  regular  hour — the  first  grades  at  11:20 
a.  m.  and  2  o'clock  p.  m.;  the  second  grade  at  11:40  a.  m. 
and  3  o'clock  p.  m. 

The  first  session  of  Junior  and  Senior  High  Schools 
shall  commence  at  8:30  a.  m.  and  close  at  11:50  a.  m. 
The  second  session  shall  commence  at  1  o'clock  p.  m.  and 
close  at  4  o'clock  p.  m. 

Names  of  Schools.  There  are  included  in  Independent 
School  District  No.  1,  seven  school  buildings,  designated  as: 

Central  High  School, 
Webster,  grade  school, 
Whitman,  grade  school, 
Garfield,  grade  school, 
Orchard,   grade  school, 
McKinley,   rural  school, 
Lincoln,  rural  school. 

The  Senior  High  School  occupies  the  west  wing  of  the 
Central  High  School  building. 

The  Junior  High  School  occupies  the  east  wing  of  the 
Central  High  School  building.  Two  years  Junior  High 
School  work  will  also  be  offered  in  the  Orchard  School  if 
demand  warrants  the  organization  of  classes. 

Unless  otherwise  directed  by  the  Superintendent  all 
elementary  grade  pupils  residing  on  the  flat,  west  of  Twen- 
ty-first Street,  and  those  residing  on  the  hill,  north  of 
Fourth  Avenue  shall  attend  the  Whitman  School. 
All  pupils  east  of  Twenty-first  Street  shall  attend 
the  Garfield  School.  All  pupils  living  in  the  Orchard 
School  District  shall  attend  the  Orchard  School. 

159 


BOARD  OF  EDUCATION. 

Board  of  Education. 

The  Board  of  Education  shall  have  at  least  four  regu- 
lar standing  committee  of  three  members  each.  The  presi- 
dent of  the  board  shall  be  a  member  of  each  regular  com- 
mittee hereinafter  mentioned.  At  the  first  regular  meet- 
ing of  the  board  after  the  annual  organization,  and  as 
often  thereafter  as  becomes  necessary,  the  president  shall 
appoint  two  members  each  on  the  following  regular  stand- 
ing committees: 

a.  Financial  Affairs, 

b.  Educational  Affairs, 

d.  Legal  Affairs. 

e.  Buildings  and  Sites. 

The  superintendent  shall  be  ex-officio  a  member  of  the 
committee  on  educational  affairs.  These  committees  shall 
consider  such  matters  of  policy,  finance  and  procedure  as 
may  be  referred  to  them  by  the  board. 

Any  committee  to  whom  any  matter  shall  be  referred 
shall  make  a  report  thereon  not  later  than  the  first  regular 
meeting  thereafter  unless  more  time  be  given  them  by  the 
board. 

The  Board  of  Education  shall  hold  its  regular  meet- 
ings on  the  fourth  Friday  of  each  month  at  7:30  p.  m.  at 
the  office  of  the  clerk. 

The  following  order  of  business  will  be  followed: 
Roll  Call, 

Reading  of  Minutes, 

Report  of  committees;  standing,  special. 
Report  of  Superintendent;    Clerk;    other  officers. 
Unfinished  Business, 
New  Business. 

Presidents 

It  shall  be  the  duty  of  the  President  to  preside  at  all 
meetings  of  Board,  preserve  order,  enforce  the  rules,  sign 
all  bonds,  notes,  agreements,  deeds  or  leases  ordered  to  be 
executed  by  the  board,  sign  all  warrants  drawn  on  the 
treasurer;  appoint  all  standing  committees  and  all  special 
committees  when  not  otherwise  provided  for;  to  procure 
a  full  and  complete  audit  of  all  the  accounts  of  the  school 
district  at  least  once  every  two  years  or  oftener  at  his  dis- 
cretion, or  from  time  to  time  upon  request  of  a  majority  of 
the  members  of  the  board.     He  shall  lay  before  the  board 

160 


from  time  to  time  such  suggestions  as  may,  in  his  opinion, 
be  for  the  highest  interest  of  the  schools.  He  shall  perform 
such  other  duties  as  may  properly  pertain  to  his  office  or 
be  enjoined  by  the  Board.  The  president  shall  be  ex-officio 
member  of  all  committees  and  entitled  to  vote  on  al'  'lues- 
tions. 

Clerk. 

It  shall  be  the  duty  of  the  clerk  to  be  present  at  all 
meetings  of  the  board  and  to  notify  the  members  of  the 
board  of  any  special  meetings;  to  keep  an  accurate  journal 
of  the  proceedings  of  the  board;  to  have  the  care  and  cus- 
tody of  records,  books,  documents  and  statistics  of  the 
board;  to  countersign  all  warrants,  drawn  upon  the  treas- 
urer by  order  of  the  board;  to  keep  an  accurate  account  of 
all  moneys  paid  by  order  of  the  board;  to  keep  an  accurate 
account  of  all  moneys  paid  to  the  treasurer  on  account  of 
said  board;  and  all  moneys  paid  on  orders  drawn  on  the 
treasurer  by  order  of  said  board;  to  prepare  and  publish  an 
annual  report,  the  first  Monday  in  July  of  each  year,  show- 
ing: (1)  the  moneys  received  by  the  treasurer  since  the 
last  report  and  from  what  sources  received;  (2)  the  amount 
of  sinking  fund  and  how  invested;  (3)  moneys  paid  out 
and  for  what;  (4)  the  balance  of  general  fund  in  the 
hands  of  the  treasurer;  (5)  the  number,  date  and  amount 
of  any  bond  Issued  by  said  board  and  of  all  bonds  pur- 
chased for  the  sinking  fund  and  report  to  tne  Board  the 
condition  of  school  funds  whenever  required. 

He  shall  notify  any  member  of  the  board  who  has 
been  elected  to  any  office  in  the  board  if  such  member  be 
not  present  at  the  time  of  his  selection.  He  shall  also  noti- 
fy all  persons  of  their  appointment  or  selection  to  any 
position  within  the  gift  of  the  board,  within  one  week  from 
the  time  of  such  election.  He  shall  furnish  statistics  and 
other  material  not  furnished  by  the  superintendent,  as 
may  be  required  by  the  board  or  any  standing  committees. 
He  shall  preserve  a  complete  list  of  all  furniture,  appar- 
atus, etc.,  belonging  to  the  several  schools  and  depart- 
ments and  at  the  close  of  each  school  year,  he  shall  cause  a 
careful  comparison  to  be  made  of  this  list  with  the  inven- 
tory reported  from  the  various  schools  and  departments 
and  report  to  the  board.  He  shall  perform  such  other 
duties  as  may  be  required  by  law  or  Imposed  by  «lie  bo.'^rd. 

Superintendent. 

The  Board  of  Education  shall  at  such  time  as  they 
deem    expedient   elect   a   superintendent   of  schools   for   a 

161 


term  not  to  exceed  three  years  and  whose  term  shall  be- 
gin on  the  first  day  of  July.  The  superintendent  shall  be 
the  chief  executive  officer  of  the  board  in  all  matters  per- 
taining to  education,  and  shall  have  general  charge  and  di- 
rection of  the  Lewiston  Public  Schools— nomination  and 
assignment  of  teachers — classification,  promotion  and  grad- 
uation of  pupils — courses  of  study  and  methods  of  teach- 
ing— recommendation  of  text-books — teachers'  meetings 
and  institutes — and  such  other  duties  as  the  Board  of 
Education  may  prescribe. 

Applications  for  Positions.  All  candidates  for  posi- 
tions in  the  public  schools  of  this  city  shall  present  their 
applications  in  writing,  together  with  references,  certifi- 
cates, and  other  credentials,  to  the  Superintendent  of 
Schools,  using  blanks  especially  prepared  for  this  purpose, 
which  may  be  obtained  at  the  Superintendent's  office. 

Tendering  Positions.  The  Board  of  Education  at  such 
times  as  they  deem  expedient  before  the  close  of  the  school 
year,  shall  tender  positions  for  the  ensuing  school  year  to 
teachers  already  in  its  employ  whose  services  the  Board 
may  wish  to  retain. 

Heads  of  Departments.  Before  the  beginning  of  each 
school  year  and  at  such  other  times  as  may  be  necessary 
the  superintendent  shall  recommend  to  the  board  for  ap- 
pointment suitable  teachers  for  heads  of  the  various  de- 
partments of  High  School  work  whose  special  duty  in  ad- 
dition to  regular  teaching,  work,  will  be  to  carefully  or- 
ganize and  keep  in  touch  all  work  pertaining  to  their  de- 
partment throughout  the  high  school.  Each  head  of  a  de- 
partment shall  see  that  necessary  supplemental  material 
is  kept  available  and  that  the  work  of  the  department  is 
correlated  most  advantageously  with  the  work  of  other 
departments.  All  work  is  to  be  in  harmony  with  the 
course  of  study  and  the  plans  and  directions  of  the  super- 
intendent. The  principal  of  the  Junior  and  Senior  High 
Schools,  and  heads  of  departments  shall  constitute  a  High 
School  council,  and  shall  meet  with  the  superintendent 
frequently  for  counsel  and  advice  and  as  an  advisory  com- 
mittee in  all  problems  pertaining  to  the  welfare  and  effi- 
ciency of  the  High  School. 

Tenure  of  Office.  Professional  interest;  ability  and 
power  to  control  pupils;  superior  qualification  in  reference 
to  moral  character;   literary  attainments,     industry,   prac- 

162 


tical  skill,  and  a  cheerful  compliance  with  the  regulations 
of  the  board  and  the  rules  and  directions  of  the  Superin- 
tendent, shall  be  the  chief  considerations  in  the  employ- 
ment of  teachers  and  in  determining  their  tenure  of  office. 

Qualifications,  Etc.  No  teacher  shall  be  employed  in 
the  elementary  city  schools  who  has  not  had  at  least  one 
year  successful  experience  as  regular  teacher  and  who  is 
not  a  graduate  of  a  university,  college  or  normal  school,  or 
have  had  what  the  Superintendent  may  deem  sufficient 
special  training  or  successful  experience  to  warrant  their 
employment.  High  School  teachers  must  be  graduates  of 
a  university  or  college,  or  have  had  such  special  training 
or  successful  experience  as  will  warrant  their  employment. 

All  teachers  shall  sign  a  written  contract  before  assum- 
ing their  duties  in  the  Lewiston  schools. 

No  teacher  shall  be  employed  who  does  not  hold  at 
least  a  first  grade  certificate  in  Idaho  or  its  equivalent. 
All  teachers  employed  in  the  city  schools  who  hold  an 
Idaho  first  grade  certificate  or  its  equivalent,  or  a  higher 
grade  certificate,  or  be  a  graduate  of  an  accredited  uni- 
versity, college  or  normal  school  may  be  granted  a  city 
certificate  without  examination. 

All  teachers  failing  to  meet  these  requirements  shall 
be  required  to  take  a  special  examination. 

No  teacher  shall  be  employed  in  the  city  schools  who 
does  not  hold  a  valid  state  or  city  certificate. 

A  teacher's  certificate  of  qualification  signed  by  the 
President  of  the  Board  of  Education  and  by  the  Superin- 
tendent and  attested  by  the  Clerk  with  official  seal  affixed, 
shall  be  issued  to  each  teacher  who  passes  the  required  ex- 
amination or  who  possesses  the  requisite  qualifications. 

All  certificates,  in  case  of  reelection,  may  be  renewed 
from  year  to  year  without  examinations;  provided,  the 
teacher  shall  make  such  professional  progress  as  may  be 
required  by  the  Board  of  Education  and  by  the  Superin- 
tendent, in  attending  teacher's  meetings  and  professional 
schools,   or  doing  professional  reading. 

Teachers  and  other  employes  shall  receive  their  war- 
rants on  the  Saturday  following  the  close  of  school  month, 
at  the  office  of  the  Clerk  of  the  Board,  between  the  hours 
of  8  a.  m.  and  12  m. 

No  notice  will  be  taken  by  the  board  of  any  grievance 
against  any  teacher  or  other  employee  unless  it  be  pre- 
sented to  the  board  in  writing  duly  signed.  All  questions 
relating  to  the  qualifications  or  conduct  of  teachers  shall 
be  considered  in  executive  session. 

163 


SUPERINTENDENT 

ExecutlTe  Officer.  The  Superintendent  of  Public  Schools 
shall  be  the  executive  officer  of  the  Board  of  Education  in  al 
matters  pertaining  to  schools  and  shall  exercise  general  super- 
vision over  the  schools  of  this  district.  He  shall  visit  them  as 
often  as  practicable,  examine  into  their  condition  and  progress 
and  see  that  all  rules  prescribed  for  their  government  are 
faithfully  observed. 

Educational  Advancement.  He  shall  constantly  pursue 
pedagogical  and  educational  studies  and  keep  himself  inform- 
ed as  to  educational  movements  and  experiments.  He  shall 
make  himself  familiar  by  visitation  and  otherwise  with  the 
various  systems  of  public  instruction  and  the  progress  of 
Education  in  other  places,  so  that  he  may  be  better  prepared 
to  devise  appropriate  means  for  the  advancement  of  the 
Public  Schools  of  our  city  to  the  highest  possible  standard  of 
efficiency  and  general  usefulness. 

Direction  of  Teachers.  It  shall  be  his  duty  to  see  that 
every  teacher  is  familiar  with  the  rules  and  regulations  of  the 
board  and  the  course  of  study,  together  with  methods  of 
instruction  and  discipline  therein  suggested;  to  direct  teachers 
as  to  the  modes  of  government  and  instruction  and  render  any 
needed  aid  and  counsel  in  all  matters  connected  with  the 
schools. 

Assignment  of  Teachers.  He  shall  assign  the  teachers  to 
their  positions  in  the  schools,  and  he  shall  have  power  to 
make  such  changes  in  the  position  of  any  teacher  as  may  be 
deemed  necessary  for  the  interests  of  the  school. 

Suspension  of  Teacliers.  He  shall  not  tolerate  in  teachers 
any  irregularities  or  delinquencies  and  shall  have  power  to 
suspend  any  teacher  for  sufficient  cause,  and  such  sus- 
pension shall  be  reported  to  the  Board  of  Education,  for 
final  action  at  the  next  regular  meeting. 

Observation  of  Teaching.  He  shall  carefully  observe  the 
teaching  and  discipline  of  all  teachers  employed  in  the  pub- 
lic schools  and  report  to  the  school  board  whenever  he  shall 
find  any  teacher  inefficient  or  incompetent  in  the  discharge 
of  his  or  her  duty. 

Filling  of  Vacancies.  He  is  authorized  to  fill  vacancies 
in  ease  of  temporary  absence  of  teachers. 

Teachers'  Meetings.  He  shall  have  power  to  require 
teachers  to  attend  such  meetings  as  he  may  appoint  for  in- 

164 


struction  in  methods  of  teaching  or  groverning.  Abaence 
from  such  meetings  shall  be  regarded  the  same  as  absence 
from  the  regular  duties  of  school,  and  unless  excused  by  the 
superintendent  for  sickness  or  other  reasonable  cause,  they 
shall  suffer  a  deduction  of  their  wages  equal  to  one  day's 
salary. 

Devising  of  Blanks.  He  shall  devise  blanks  and  furnish 
all  blanks  necessary  for  the  use  of  teachers  in  the  schools. 

Suspension  of  Pupils.  He  shall  have  power,  at  his  discre- 
tion, to  suspend  any  pupil  who  persists  in  tardiness,  absence, 
idleness,  disorderly  or  improper  conduct,  or  who  impairs  the 
efficiency  or  injures  the  morals  of  the  school.  He  shall  sus- 
pend any  pupils,  whose  parents  refuse  to  cooperate  with  the 
superintendent  and  teachers  in  carrying  out  the  regulations 
of  the  school  and  who  encourage  their  children  to  violate 
the  same.  No  pupil  shall  be  finally  expelled  except  by  vote 
of  the  board. 

Classification  of  Pupils.  It  shall  be  his  duty  to  superintend 
the  classification  of  pupils;  to  promote  those  who  are  found 
qualified;  to  see  that  judicious  programs  of  study  and  recita- 
tion are  instituted;  to  direct  suitable  hours  for  study  and  in- 
termission; to  devise  and  maintain  a  uniform  system  of  school 
records  and  reports. 

Fixing  of  Boundaries.  He  shall  fix  the  district  boun- 
daries for  each  ward  school  and  shall  have  power  to  transfer 
pupils  from  one  district  to  another  for  relief  of  crowded 
school  rooms  and  for  purposes  of  discipline. 

Recommendations  to  Board.  He  shall  report  to  the 
Board  of  Education  at  each  regular  meeting  relative  to  the 
condition  of  the  schools  under  his  supervision,  and  to  make 
such  recommendations  as  shall,  in  his  judgment  conduce  to 
their  welfare  and  to  perform  such  other  duties  as  may  be 
required  of  him  by  the  board. 

Selection  of  Text-Books.  He  shall  recommend  to  the 
Board  of  Education  for  adoption  such  text-books  as  in  his 
judgment  will  best  serve  the  educational  needs  of  the  pupils 
in  all  the  various  classes  of  the  city  schools,  and  shall  maintain 
a  uniform  system  of  text-books  throughout  the  schools.  No 
unauthorized  text-books  shall  be  used. 

List  of  Teachers.  He  shall  keep  a  list  of  the  names  and 
addresses  of  all  applicants  eligible  for  appointment  as  teach- 
ers and  shall  recommend  to  the  Board  of  Education  the 
names  of  such  applicants  as  seem  to  him  most  suitable. 

165 


Attend  Board  Meetings.  He  shall  attend  all  meetings  of 
the  Board,  and  when  requested  those  of  standing  committees, 
and  have  the  privilege  of  debate  on  all  questions  pertaining 
to  his  work. 

Certify  Pay  Roll.  He  shall  certify  the  monthly  pay  roll  of 
teachers  and  janitors  and  report  to  the  Board  all  absence  and 
tardiness  with  the  amout  of  time  lost. 

Published  Report.  He  shall  prepare  at  the  close  of  the 
school  year  for  publication,  a  general  report  on  the  conditions 
of  the  public  schools. 

Commencement  Exercises.  He  shall  determine  who  are 
eligible  for  graduation  and  supervise  and  conduct  the  annual 
commencement  exercises. 

Rules.  He  shall  make  such  contingent  rules  and  reguJa- 
tions  and  announcements  as  in  his  judgment  may  be  indis- 
pensable to  the  success  of  the  schools. 


GRADE    SUPERVISOR. 

Experience  has  shown  that  the  plan  of  requiring  prin- 
cipals of  the  various  elementary  grades  to  devote  half  or 
more  of  their  time  to  class  supervision  to  the  neglect  of 
their  own  class  work  is  not  satisfactory. 

The  plan  is  not  economical — it  is  extremely  wasteful 
and  it  lacks  efficiency^  Instead  of  the  plan  of  requiring 
the  principal  to  neglect  her  own  class  work  and  leave 
her  own  pupils  without  supervision  for  the  purpose  of 
helping  plan  and  supervise  the  class  work  of  the  teachers 
under  her  charge,  a  far  more  economical  plan  will  be  fol- 
lowed— one  that  has  met  with  general  favor  in  progressive 
schools  everywhere.  Instead  of  several  principals  each 
giving  half  time  to  supervision,  an  elementary  grade  super- 
visor is  employed  who  gives  her  entire  time  to  class  work 
supervision,  leaving  the  principals  free  to  put  in  practically 
full  time  teaching. 

The  elementary  grade  supervisor  shall  under  the  di- 
rection of  the  superintendent  have  general  charge  of  all 
elementary  grade  work:  a.  Visit  the  various  class  rooms 
as  frequently  as  possible,  and  help  each  teacher  plan  and 
direct  her  work,  b.  Coordinate  the  grade  work  so  that  it 
shall  be  uniformly  taught  throughout  the  school  system. 
c.  Plan  with  the  principals  uniform  details  of  discipline — 
playground  rules — marching  in  and  out  of  buildings,  etc. 
d      See  that  the  reports  of  principals  and  teachers  to  the 


166 


superintendent  are  correct  and  complete,  e.  Shall  have 
charge  of  and  be  responsible  for  class  supplies  and  cir- 
culating libraries,  f.  Shall  as  frequently  as  possible 
hold  meetings  of  principals  and  teachers  for 
the  purpose  of  promoting  efficiency  of  the  work.  g.  Shall 
report  to  the  Superintendent  any  delinquency  on  the  part  of 
teachers  or  pupils  who  fail  to  work  for  the  good  of  the 
school. 

Si>eciaJ  Supervisors. 

Supervisors  shall  under  the  direction  of  the  Super- 
intendent of  Schools  have  general  charge  of  the  work  of 
their  specific  departments^  There  are  several  subjects  in 
the  course  of  study  which"  though  minor  in  point  of  time 
units  in  teaching,  are  just  as  important  as  any  other  sub- 
ject in  the  course  in  the  development  of  the  child.  In 
order  to  bring  these  subjects  down  to  the  same  systematic 
presentation  given  other  subjects  in  the  program,  the 
Board  of  Education  has  employed  specialists  to  give  their 
complete  time  to  such  subjects  and  to  furnish  their  work 
to  the  teachers  in  useful  form,  assisting  by  demonstration 
teaching  and  explicit  direction  wherever  possible. 

Each  supervisor  is  expected  to  furnish  full  and  specific 
outlines  to  the  teachers  supervised,  weekly,  monthly  or 
yearly  as  the  case  may  demand  and  a  copy  of  these  out- 
lines furnished  must  be  filed  in  the  superintendent's  office 
for  inspection.  The  supervisor  may  apply  for  duplicates 
of  these  outlines  to  the  head  of  the  Commercial  Depart- 
ment, who  is  hereby  directed  to  have  such  duplicates  made 
by  his  classes. 

For  the  purpose  of  directing  teachers  in  the  use  of 
the  work  outlined,  the  supervisor  is  authorized  to  call  such 
meetings  of  teachers  as  may  be  found  necessary,  and  ab- 
sence from  such  meetings  on  the  part  of  the  teacher  shall 
be  reported  to  the  superintendent  by  the  supervisor  and 
will  operate  against  the  teacher  in  her  reemployment,  un- 
less such  absence  has  a  reasonable  excuse. 

When  the  supervisor  finds  that  a  teacher  is  not  carry- 
ing out  instructions  and  directions  faithfully  and  to  the 
best  of  her  ability,  he  shall  report  such  teacher  to  the 
superintendent.  If  a  teacher  fails  to  carry  out  the  work 
outlined  by  the  supervisor  and  at  the  end  of  the  year  the 
class  is  found  deficient  in  the  said  work,  and  such  teacher 
has  not  been  reported  to  the  superintendent,  then  the  su- 
pervisor will  be  held  responsible  for  the  class'  delinquency, 

167 


and  it  shall  operate  against  the  supervisor  for  reemploy- 
ment^ 

Each  supervisor  is  expected  to  make  regular  reports 
to  the  superintendent  for  which  purpose  blanks  will  be 
furnished  early  in  the  term. 

Regular  daily,  weekly^  bi-weekly,  or  fortnightly  peri- 
ods must  be  set  aside  in  th*e  program  for  the  visits  of  each 
supervisor,  and  failure  to  appear  at  such  time  will  be 
reported  by  the  teacher  to  the  principal  and  by  the  prin- 
cipal to  the  superintendent. 

Principals  are  directed  to  assist  supervisors  in  every 
way  possible,  in  securing  the  best  results  for  their  work. 
Grade  teachers  are  reminded  that  supervisors  are  not 
teachers,  but  supervisors,  and  primarily  their  work  is  not 
to  teach  directly  to  the  pupils  the  subjects  given  over  to 
them,  but  TO  ORGANIZE  the  teaching  of  these  subjects, 
and  to  give  this  organization  to  the  grade  teacher  to  give 
to  the  child.  Teachers  under  supervisors  have  a  golden 
opportunity  to  become  specialists. 

PRINCIPALS 

General  Management.  Principals  shall  have  supervis- 
ion of  their  respective  buildings  and  shall  be  held  respon- 
sible for  the  general  management  of  the  schools  under  their 
charge.  They  shall  see  that  the  rules  and  regulations  of 
the  board  and  superintendent  are  entorced,  and  with  the 
approval  of  the  superintendent  make  such  rules  as  may 
be  necessary  for  the  preservation  of  good  order  in  the 
buildings  and  on  or  about  the  school  grounds. 

Principals'  Hours.  They  shall  be  in  their  respective 
buildings  not  later  than  8  o'clock  a.  m.  (High  School)  or 
8:15  a.  m.  (grades)  and  12:45  p.  m.;  and  see  that  leachers 
are  punctual  in  attendance  and  have  their  rooms  in  proper 
order  for  the  reception  of  the  pupils. 

Pupils'  Hours.  They  shall  see  that  pupils  do  not 
come  on  or  about  the  school  premises  before  the  proper 
hours,  that  good  order  is  preserved  on  the  playground;  and 
at  all  times  in  the  halls  and  on  stairways,  and  that  pupils 
do  not  remain  on  or  about  the  school  premises  after  dis- 
missal unless  under  the  direct  supervision  of  a  teacher. 

The  Principal  of  the  Senior  High  School  shall,  under 
the  direction  of  the  Superintendent,  have  general  charge  of 
all  Senior  High  School  work,  the  Central  High  School 
building,  and  athletic  grounds  and  be  responsible  for  the 
discipline  therein  and  thereon. 

168 


The  Principal  of  the  Jimlor  High  School  shall  under 
the  direction  of  the  Superintendent  have  general  charge 
of  all  Junior  High  School  work;  and  shall  cooperate  with 
the  Senior  High  School  principal  in  maintaining  uniform 
discipline  throughout  the  building  and  on  the  grounds. 

Care  of  School  Property.  They  shall  see  to  the  safe- 
keeping of  the  buildings,  the  furniture,  the  apparatus  and 
libraries  and  to  the  cleanliness  and  sanitation  of  the  build- 
ing.* 

Reports  and  Records.  They  shall  make  such  reports 
and  keep  such  records  as  the  superintendent  requests. 

Standard  Tinie.  They  shall  see  that  Standard  time  is 
kept. 

Classification  of  Pupils.  With  the  aid  and  advice  of 
the  superintendent  the>  shall  classify  pupils  at  their  en- 
tran''fc  into  school  and  a.?  necessity  may  require  during  the 
year. 

Kepaii's.  Whatever  repairs  are  needed  that  the  jani- 
tors cannot  make,  the  principals  shall  give  notice  thereof 
in  writing  to  the  superintendent  and  in  case  of  injury  to 
school  propert/.  shall  leport  the  name  of  the  offender  and 
extent  of  the  injury. 

Instructions  to  Janitors.  They  shall  give  instructions 
to  janitors  as  to  their  specific  duties. 

Principals'  Meetings.  Principals  shall  assemble  the 
teachers  of  the  various  departments  under  their  charge  for 
counsel  and  instruction  as  often  as  once  every  two  weeks. 
It  is  a  good  thing  to  get  together  frequently  for  counsel 
and  advice. 

Contagious  Diseases.  They  shall  not  permit  any  pupil 
to  remain  in  school  whom  they  have  reason  to  believe  is 
afflicted  with  any  contagious  disease  or  who  is  known  to 
have  been  exposed  to  such  disease.  They  shall  see  that  all 
the  rules  and  regulations  made  by  the  health  officer  are 
strictly  enforced. 

Supervision  of  Work.  They  shall,  as  far  as  their 
other  duties  permit,  note  methods,  instruction,  and  govern- 
ment of  the  teachers  under  their  charge  and  advise  the 
superintendent  of  any  incompetency  and  neglect  of  duty. 

Fire  Drills.  Principals  will  be  held  responsible  for 
observance  of  regulations  in  regard  to  fire  drills. 

169 


Records.  They  shall  carefully  review  all  records  of 
teachers  under  their  charge,  and  see  that  they  are  accu- 
rately and  properly  kept  and  the  work  neatly  done. 

Supplies.  They  shall  have  charge  of  all  supplies,  maps„ 
globes,  charts,  and  apparatus,  belonging  to  their  respect- 
ive schools  and  shall  be  responsible  for  same,  and  in  every 
case  when  an  article  has  been  broken  or  lost  or  has  become 
useless,  they  shall  send  a  written  report  to  the  superin- 
tendent. 

Inventories.  At  the  opening  of  each  school  year,  prin- 
cipals shall  make  an  inventory  of  all  furniture,  books  or 
supplies  and  apparatus  in  their  respective  buildings,  and  at 
the  close  of  the  year,  the  same  inventory,  carefully  checked 
and  corrected,  shall  be  filed  with  the  superintendent.  They 
shall  also  return  all  keys  of  the  buildings,  properly  labeled. 

Desk  Copies.  They  shall  keep  a  correct  record  of  the 
number  and  names  of  the  various  desk  copies  issued  to 
each  teacher,  holding  them  responsible  for  the  proper  care 
and  return  of  same. 

Playgrounds  and  Recesses.  They  shall  require  the  aid 
of  the  teachers  in  securing  constant  oversight  and  direc- 
tion of  every  part  of  the  playgrounds,  during  the  recesses 
and  before  the  opening  of  school,  and  they  shall  see  that 
order  is  maintained  by  the  pupils  in  passing  through  halls 
and  in  the  school  rooms  during  intermissions.  They  shall 
make  regular  assignments  of  teachers  for  the  purpose  of  se- 
curing thorough  supervision  of  the  buildings  and  grounds. 

Other  Duties.  In  all  other  respects  their  duties  and 
responsibilities  are  the  same  as  other  teachers. 

TEACHERS 

Obey  Instructions.  Teachers  shall  begin  work  at  the 
appointed  time,  devote  themselves  during  school  hours  ex- 
clusively to  the  instruction  of  their  pupils,  maintain  good 
order,  and  strictly  adhere  to  the  course  of  study,  the  regu- 
lations of  the  Board,  and  the  directions  of  the  superin- 
tendent. 

Control  of  Pupils.  They  shall  exercise  a  kind,  firm 
and  judicious  control  over  their  pupils,  giving  special  at- 
tention to  their  habits,  morals  and  manners,  avoiding  cor- 
poral punishment  when  good  order  can  be  maintained  and 
obedience  secured  by  milder  means.  When  corporal  pun- 
ishment is  administered,  it  shall,  as  a  rule,  be  at  the  close 

170 


of  a  session  in  the  presence  of  a  principal  or  other  teacher, 
and  out  of  the  presence  of  the  rest  of  the  school.  A  report 
of  such  punishment  shall  be  made  at  once  to  the  super- 
intendent. 

Absence  and  Tardiness.  They  shall  at  the  close  of 
each  day's  session  notify  the  principal  of  any  pupil 
who  may  be  absent  or  tardy. 

Errands.  They  shall  not  send  pupils  on  errands,  nor 
permit  them  to  pass  to  other  rooms  during  school  hours. 

Detention  of  Pupils.  Any  teacher  detaining-  a  pupil 
more  than  fifteen  minutes  after  time  for  dismissal  shall 
notify  the  parents  of  such  detention,  stating  length  of  time 
the  pupil  was  detained,  with  reason  for  same. 

Presents.  They  are  prohibited  from  making  presents 
in  the  school  room  or  from  receiving  valuable  presents 
from  pupils. 

Medals,  Prtzes,  Etc.  Teachers  shall  avoid  awarding 
any  medals  or  prizes  to  pupils  unless  especially  authorized 
to  do  so  by  the  superintendent. 

Responsibilities  of  Teachers.  They  shall  be  respon- 
sible for  the  order  and  discipline  and  teaching  of  the  pu- 
pils of  their  respective  rooms  and  for  their  conduct  on  and 
about  the  playgrounds. 

Study  Periods.  During  the  study  periods  throughout 
the  day,  the  teachers'  duty  shall  be  to  direct  and  super- 
vise the  pupils'  study — a  most  important  work — no  teach- 
er should  be  found  guilty  of  using  this  time  for  grading 
papers,  writing  letters  or  preparing  school  work. 

Teachers'  Hours.  They  shall  take  charge  of  their 
rooms  not  later  than  8:30  a.  m.  (grades),  (8:10 
High  School),  and  12:45  p.  m.  when  they  shall 
give  strict  attention  to  ventilation,  blackboard  work, 
and  preparation  of  such  materials  as  may  be  in  use  dur- 
ing the  session.  They  shall  also  hold  themselves  in  read- 
iness for  conferences  with  superintendent,  supervisors,  and 
principal  on  matters  pertaining  to  their  work.  Tardiness 
on  the  part  of  a  teacher  shall  operate  to  cause  the  loss  of 
one-half  day's  salary,  unless  such  absence  is  excused  by  the 
principal. 

Absence  or  Tardiness.  When  teachers  are  unable  to  be 
in  school,  they  shall  immediately  inform  the  superintend- 
ent of  such  inability  and  send  to  the  principal  a  statement 
of  the  work  of  the  day  for  the  use  of  the  supply  teacher. 

171 


Teachers  absent  for  other  causes  than  sickness  shall 
forfeit  all  pay  for  time  lost.  When  teachers  are  absent  on 
account  of  illness,  the  pay  of  such  teachers  for  ten  days 
shall  be  one-fourth  the  regular  salary,  and  at  the  end  of 
ten  days  the  whole  of  such  salary  shall  cease. 

Teachers'  Meetings.  Teachers  are  expected  to  be  pres- 
ent at  all  teachers'  meetings.  Absence  from  these  meet- 
ings unless  excused  for  valid  reasons  will  work  a  forfeit  of 
a  day's  pay. 

Not  to  Dismiss  Scliool.  They  shall  not  dismiss  school 
earlier  than  the  appointed  time,  nor  for  any  day  or  part  of 
a  day  without  consent  of  the  superintendent. 

Other  Occupations.  They  are  not  to  engage  in  other 
occupations  that  will  interfere  with  the  duties  of  their 
profession. 

Visits.  Teachers  may  take  one  day  in  every  school 
year  to  be  designated  by  the  superintendent  to  visit  any 
department  of  the  public  schools  of  neighboring  cities  or 
in  other  departments  in  the  city  schools.  When  teachers 
are  thus  permitted  to  visit  other  schools,  they  shall  devote 
the  entire  time  to  visiting  during  all  the  school  session, 
observing  the  work  of  the  school  visited  and  shall  make 
an  accurate  written  report  designating  the  time,  place  and 
content  of  the  observations  to  the  superintendent,  within 
one  week  after  the  time  of  the  visit.  When  schools  are 
dismissed  on  account  of  any  state,  district,,  or  local  teach- 
ers' meeting  teachers  will  be  required  to  attend  such  meet- 
ing during  the  time  the  school  dismisses. 

Knowledge  of  Course.  They  are  expected  to  be  thor- 
oughly acquainted  with  the  course  of  study,  the  rules  of 
the  school  and  the  requirements  of  their  respective  depart- 
ments and  use  every  effort  to  secure  success  in  their  school 
work. 

Teachers'  Preparation.  In  the  elementary  school,  no 
teacher,  while  conducting  a  class  in  History,  Physiology, 
Grammar  or  Arithmetic  shall  be  permitted  to  use  a  text- 
book except  as  a  reference.  Teachers  may  make  extracts 
of  the  lesson  to  be  used  during  recitations.  A  thorough 
mastery  of  the  matter  contained  in  each  lesson  as  well  as  a 
definite  method  of  presenting  it  is  expected  of  each  teacher. 
For  teachers  to  do  the  work  in  this  manner,  a  thorough 
preparation  of  the  work  for  each  day  is  necessary.  Any 
failure  on  the  part  of  the  teacher  to  faithfully  comply  with 
this  rule  will  not  be  tolerated. 

172 


Registers,  Reports,  Meetings.  Teachers  shall  keep 
records,  make  reports  and  attend  teachers*  meetings  as  di- 
rected by  the  superintendent.  They  shall  post  their  regis- 
ters at  the  end  of  each  week  and  see  that  all  records  are 
neatly  and  accurately  kept. 

Tests.  They  shall  promptly  respond  to  any  test  the 
superintendent  desires  to  make  touching  the  prescribed 
course  of  professional  reading. 

Outline  Work.  Teachers  shall  carefully  outline  their 
work  at  least  one  week  in  advance,  said  outline  to  be  in 
accordance  with  work  arranged  by  the  superintendent, 
and  make  themselves  familiar  with  improved  methods  in 
teaching  and  governing. 

Teachers*  Programs.  Teachers  of  the  elementary 
school  shall  have  a  working  program  ready  to  submit  to 
the  grade  supervisor  at  the  end  of  the  first  week  of  each 
semester,  and  shall  place  it  in  some  conspicuous  place  in 
the  room  and  follow  it  strictly. 

Announcements.  No  teacher  shall  announce  or  allow 
to  be  announced  any  show,  lecture,  or  entertainment,  or 
allow  any  agent  or  other  person  to  display  in  the  school 
any  book  or  article  of  apparatus,  or  to  consume  the  time 
of  teacher  and  pupils  without  the  consent  of  the  superin- 
tendent. 

Subscriptions  and  Contributions.  It  shall  be  the  duty 
of  each  teacher  to  prevent  any  contributions  or  subscrip- 
tions or  sales  of  any  sort  in  their  school  for  the  purchase 
of  supplies,  or  other  articles,  unless  ordered  by  the  super- 
intendent. No  person  shall  be  permitted  to  take  picures 
of  the  school  building  or  the  pupils  without  writ- en  order 
from  the  superintendent. 

Telephone  Calls.  Under  ordinary  circumstances,  no 
teacher  will  be  called  from  her  class-room  to  answer  tele- 
phone calls.  Teachers  will  not  use  the  school  telephone 
for  private  business  or  social  affairs. 

Care  of  the  School  Room.  It  shall  be  the  duty  of  the 
teacher  to  see  that  all  chalk,  erasers,  etc.,  are  removed 
from  the  chalk  rack  each  day  before  the  close  of  school  and 
that  all  books  and  papers  are  removed  from  the  pupil's 
desks,  to  assist  the  janitor  in  his  work. 

Ventilation  and  Temperature.  They  should  give  vig- 
ilant attention  to  the  temperature  and  ventilation  of  their 
rooms.  The  temperature  of  the  school  room  shall  be  kept 
uniformly  at  about  68  degrees  F. 

173 


/ 

Occupation  of  Room.  The  teacher  may  occupy  her 
room  30  minutes  after  close  of  the  session  without  dis- 
turbance from  the  janitor  if  necessary  to  complete  her 
work. 

Inventory  of  School  Property.  All  teachers  at  the 
beginning  of  the  school  year  shall  make  an  inventory  of 
the  school  property  belonging  to  their  respective  rooms 
and  deliver  the  same  to  the  principal.  At  the  close  of  the 
school  year  they  shall  check  the  inventory,  making  neces- 
sary corrections  and  deliver  the  same,  together  with  the 
keys  of  the  room,  to  the  principal. 

Care  of  Property.  They  shall  see  that  pupils  do  not 
injure  or  deface  the  school  building,  furniture,  apparatus 
or  other  school  property.  But  should  any  of  the  school 
apparatus  or  property  be  injured  the  same  shall  be  reported 
at  once  to  the  principal  of  the  building. 

Notice  of  Resignation.  No  teacher  shall  resign  without 
giving  four  weeks'  notice  to  the  superintendent,  in  default 
of  which  all  compensation  for  that  length  of  time  may  be 
forfeited,  unless  such  resignation  shall  be  accepted  by  the 
Board  of  Education. 

PUPILS 

Admission.  Children  of  actual  residents  of  Independ- 
ent School  District  No,  1,  who  are  of  school  age  at  the 
beginning  of  school  and  who  are  not  afflicted  with  any 
contagious  or  infectious  disease  shall  be  admitted  to  the 
public  schools,  provided  that  no  class  for  beginners  shall 
be  organized  after  the  close  of  the  third  Monday  of  school 
of  each  half  year.  Beginning  pupils  may  be  admitted  af- 
ter the  third  Monday  of  each  semester  only  on  written 
order  of  the  superintendent  who  is  authorized  to  give  such 
orders  for  good  and  sufficient  cause.  Children  becoming 
six  years  old  during  the  first  half  school  year  may  be  ad- 
mitted by  special  permission  of  the  principal. 

A  Tuition  Fee  of  $25  per  annum  or  $12.50  per  semes- 
ter in  the  High  School  and  $16.00  per  annum  or  $S.OO  per 
semester  in  the  Elementary  School,  payable  in  advance, 
will  be  required  of  the  following: 

1.  Students  over  twenty-one  years  of  age. 

2.  Students  whose  legal  residence  is  outside  of  Inde- 
pendent School  District  No.  1. 

Attendance  and  Deportment.  Pupils  are  required  to 
be  punctual  and  regular  in  their  attendance;   diligent  in 

174 


study  and  faithful  in  the  observance  of  every  rule;  to 
avoid  whatever  is  contrary  to  good  deportment,  both  In 
school  and  on  the  way  to  and  from  school;  to  be  obedient 
and  respectful  at  all  times  to  their  teachers;  to  pursue  the 
regular  course  of  study  and  to  discontinue  no  subject  with- 
out the  written  consent  of  the  Superintendent. 

Absence.  When  a  pupil  is  absent  from  school  more 
than  three  consecutive  days  for  sickness  or  any  other 
cause,  his  name  shall  be  stricken  from  the  roll  and  he 
shall  not  be  considered  a  member  of  the  school  until  he 
has  been  reinstated.  No  pupils  shall  be  permitted  to  remain 
in  school  who  are  afflicted  with  any  contagious,  infectious 
or  communicable  disease,  or  while  liable  to  transmit  such 
disease,  after  having  been  exposed  to  same.  A  pupil  who 
has  been  absent  from  school  under  the  above  conditions 
shall  be  reinstated  only  upon  the  certificate  from  the  health 
officer  that  the  children  are  in  no  danger  of  transmitting 
such  disease  and  that  the  premises  where  the  disease  had 
existed  have  been  properly  disinfected.  When  a  member 
of  a  family  is  afflicted  with  a  contagious  or  infectious  dis- 
ease, all  children  living  in  the  same  house  or  v»  ho  are 
known  to  have  been  exposed  to  such  disease  must  be  ex- 
cluded from  school  until  they  shall  have  been  reinstated 
by  certificate  from  the  health  officer. 

Required  Studies.  All  pupils  are  required  to  take  all 
the  studies  in  their  grade  unless  excused  In  writing  by  the 
superintendent.  Teachers  are  authorized  to  require  ex- 
cuses from  the  parents  and  guardians  of  the  pupils,  either 
in  person  or  by  written  note  in  all  cases  of  absence  or 
tardiness  or  of  dismissal  before  close  of  school.  They  are 
authorized  to  send  immediately  for  such  excuses  or  wait 
until  the  next  session  of  the  next  day,  but  no  pupil  shall  be 
sent  immediately  for  an  excuse  when  the  weather  or  other 
circumstances  are  such  that  it  would  occasion  exposure  to 
health. 

Cleanliness.  Any  pupil  that  comes  to  school  without 
proper  attention  having  been  given  to  his  person  or  dress 
shall  be  sent  home  until  properly  prepared  for  the  school 
room. 

Excuses.  Sickness  of  the  child  or  in  the  family  or  some 
urgent  necessity  shall  be  regarded  as  the  only  legitimate 
excuses  for  absence.  No  pupil  having  been  enrolled  in  one 
school  shall  be  admitted  to  another  school  during  the 
school  year  without  presenting  to  the  principal  a  certifi- 
cate of  honorable  discharge  from  the  principal  of  the  for- 

175 


mer  school  or  a  permit  from  the  superintendent.  An  ex- 
«nsc  ff.r  t:irrliness  niu^rt  l-e  givor  up  .  .  Toti  est  of  the 
teacher,  and  upon  failure  to  comply  with  the  request,  the 
pupil  may  be  sent  for  the  same. 

Tobacco  and  Intoxicants.  The  use  of  tobacco  in  any 
form  or  of  any  stimulants  or  narcotics  in  the  school  build- 
ing, on  or  about  the  school  premises  or  while  the  pupil  is 
under  the  authority  of  the  school  is  strictly  prohibited. 

Violation  of  any  Principles  of  Right.  For  the  viola- 
tion of  any  principles  of  right  or  of  good  conduct  the  pupils 
are  held  to  as  strict  an  account  as  though  it  were  one  of 
the  written  rules,  and  pupils  may  be  disciplined  or  sus* 
pended  for  violation  of  the  same. 

Injury  to  School  Property.  All  injury  done  to  school 
property,  buildings,  yards,  furniture,  etc.,  shall  immediately 
be  made  good  in  money  or  satisfactory  repairs  by  parent 
or  guardian  of  said  pupils. 

Suspensions.  Pupils  may  be  suspended  by  the  prin- 
cipal for  a  specific  time.  The  parents  and  superintendent 
shall  be  at  once  notified  as  to  the  cause  of  suspension. 
Suspended  pupils  may  not  be  reinstated  except  by  written 
permission  of  the  superintendent. 


JANITORS. 

Moral  Character.  No  one  shall  be  employed  as  janitor 
who  is  not  a  person  of  good  moral  character. 

Term  of  Service.  The  janitor  for  the  school  building 
shall  enter  upon  his  duties  at  such  times  as  may  be  pre- 
scribed and  may  be  subject  to  removal  at  the  pleasure  of 
the  board. 

Responsibilities.  They  shall  remain  in  and  about  their 
respective  buildings  and  devote  their  time  to  the  cleaning, 
heating  and  care  of  the  buildings.  They  shall  guard  all 
property  on  school  premises,  and  shall  take  proper  care 
of  all  supplies  furnished  for  their  use  and  shall  be  held 
responsible  for  the  proper  care  of  all  furniture  and  appa- 
ratus of  the  school,  except  while  the  rooms  are  occupied 
by  the  teacher.  They  shall  promptly  make  such  repairs 
as  they  are  able  to  make,  and  report  to  the  principal  of 
other  repairs  needed. 

Duties.  It  shall  be  the  duty  of  the  janitor  to  attend 
personally  to  the  closing  of  windows  and  outside  doors  of 
the  building  under  their  charge.  They  shall  be  required  to 


176 


have  their  respective  buildings  swept,  dusted,  and  heated 
at  least  thirty  minutes  before  the  opening  of  the  school 
session,  and  shall  see  that  the  heating  apparatus  is  in 
proper  order  and  that  the  temperature  of  the  rooms  dur- 
ing the  school  session  is  kept  uniformly  at  68  degrees. 

They  shall  allow  no  children  in  the  building  or  on  the 
grounds  before  or  after  regular  school  hours  or  during 
vacations,  unless  especially  directed  to  do  so. 

In  no  case  shall  they  permit  persons  not  connected 
with  the  schools  to  enter  the  buildings  after  school  hours. 

Once  each  month  and  at  such  other  times  as  may  be 
necessary  to  insure  cleanliness  the  janitors  shall  attend  to 
the  washing  of  the  seats,  desks,  doors,  wainscoting,  stairs 
and  windows. 

They  shall  set  all  panes  of  glass  V7hen  broken;  shall 
water  and  care  for  all  trees  and  shrubbery;  shall  thorough- 
ly clean  blackboards,  at  least  once  a  week;  shall  sweep 
sidewalks  daily;  shall  keep  the  snow  off  the  steps  find 
walks  in  and  around  the  school  grounds;  shall  remove  pa- 
pers and  other  waste  material  from  the  school  premises 
before  school;  and  after  school  hours  they  shall  thorough- 
ly flush  with  hose  the  floors,  furniture  and  walls  of  toilet 
rooms  daily;  and  shall  thoroughly  clean  and  disinfect  all 
toilet  seats  at  least  once  each  week.  They  shall  clean 
drinking  fountains  daily,  shall  disinfect  the  buildings  be- 
fore school  begins  each  semester  and  at  such  other  times 
as  may  be  directed  by  the  superintendent.  They  shall  at- 
tend to  the  clocks  and  keep  them  regulated  according  to 
Standard  time;  shall  clean  ink-wells  as  often  as  required 
by  the  principal;  shall  sweep  school  rooms,  halls,  cloak- 
rooms, etc.,  every  day  after  school,  and  dust  them  every 
morning  before  school.  The  chalk-dust  in  the  trough,  or  in 
the  chalk  rack  under  the  blackboards  shall  be  carefully 
removed  each  evening.  Paper  and  other  waste  material 
must  not  be  allowed  to  accumulate  in  or  about  the  base- 
ment or  on  the  ground. 

Janitors  shall  assist  principals  in  maintaining  cider 
in  closets  and  outhouses. 

The  superintendent  shall  have  general  supervision  over 
the  janitors  of  the  various  buildings  and,  in  case  a  janitor 
becomes  delinquent  in  his  duty,  it  becomes  the  lu.y  ut  the 
superintendent  to  report  the  case  to  the  board  of  education. 

Janitors  are  held  rigidly  responsible  for  damage  done 
to  school  property  arising  from  any  negligence,  careless- 
ness or  violation  of  these  regulations.  Janitors  may  re- 
port to  the  principal  failure  to  receive  a  room  in  any  of  the 

177 


elementary  schools  at  four  o'clock,  but  they  are  not  in  any 
case  to  disturb  a  teacher  engaged  in  work. 

Janitors  shall  keep  an  accurate  account  of  all  coal, 
wood  and  kindling  and  other  supplies  delivered  to  them 
and  shall  file  all  checks  with  the  school  board  at  the  close 
of  each  school  month. 

Janitors  shall  not  be  permitted  to  leave  the  building 
while  school  is  in  session.  They  must  at  all  times  keep 
a  careful  watch  over  their  furnaces.  They  must  not  be  sent 
upon  any  errand  that  takes  them  away  from  their  building 
during  school  hours,  except  with  the  direction  of  the 
superintendent  of  schools. 

Janitors  shall  not  make  any  alteration  in  the  build- 
ing or  remove  or  change  seats,  desks  or  other  school  fur- 
niture without  permission  from  the  superintendent. 

Janitors,  sick  or  absent,  must  report  to  the  superin- 
tendent who  will  designate  a  substitute  with  the  same  sal- 
ary as  the  regularly  appointed  janitor.  Under  no  circum- 
stances shall  a  janitor  appoint  his  own  substitute. 

Janitors  shall  not  sweep  or  dust  any  room  or  adjacent 
hallway  while  school  is  in  session. 

The  hanging  of  any  pictures  or  charts  on  the  walls  or 
the  pasting  of  any  papers  or  designs  on  the  walls  or  wood- 
work of  the  room  is  expressly  forbidden  unless  permission 
shall  have  been  given  by  the  principal.  The  use  of  nails, 
thumb  tacks,  etc.,  in  the  walls  and  woodwork  is  also  for- 
bidden and  janitors  are  instructed  to  remove  anything  fas- 
tened to  the  walls  or  casings  and  report  to  the  principal 
any  violation  of  this  rule. 

They  must  not  permit  matches  to  lie  around  the  build- 
ing but  must  keep  them  in  a  tin  or  iron  box  provided  for 
the  purpose. 

They  must  keep  all  doors  and  all  outside  doors  or 
double  doors  unfastened  at  all  times  during  school  hours 
or  as  long  as  children  remain  in  the  school  building,  under 
penalty  of  immediate  dismissal  from  the  service. 

Janitors  shall  report  to  the  clerk  at  least  five  days  be- 
fore needing  supplies  of  coal  or  wood. 

The  use  of  tobacco  in  any  form  on  or  about  the  school 
grounds  during  school  hours  will  not  be  permitted,  and 
the  use  of  intoxicating  liquors  are  strictly  forbidden. 

FIRE  DRILLS. 

Fire  drills  must  be  practiced  at  least  twice  each  month, 
and  without  neglect,  so  that  all  teachers,  pupils  and  jan- 
itors alike,  may  know  in  case  of  actual  fire  what  to  do, 

178 


No  one,  not  even  the  teachers,  is  expected  to  know  whether 
it  is  simply  a  drill,  or  an  actual  fire.  Principals  will  see 
that  these  fire  drills  are  conducted  in  such  a  manner  as  to 
insure  their  serving-  their  purpose. 

All  outside  doors  must  be  kept  constantly  unlocked 
while  school  is  in  session,  and  the  principal  should  appoint 
larger  boys  whose  duty  it  shall  be  to  open  all  doors  at  the 
first  ringing  of  the  fire  gong,  and  also  appoint  boys  whose 
duty  it  shall  be  to  assist  primary  pupils  in  escaping  from 
their  rooms. 

Since  pupils  do  those  things  well  and  best  which  they 
are  accustomed  to  do,  conduct  the  fire  drill  as  nearly  as 
possible  after  the  plan  that  the  pupils  regularly  follow  when 
leaving  their  rooms. 

Occasionally  talk  to  the  pupils  concerning  prevention 
of  fire. 

Fire  Signals: 

(a).     Several  loud  rapid  taps  of  the  fire  gong — 
All  Attention: 

(b).     Interval  of  three  words. 

(c).  Two  taps — pupils  rise  and  march  from  the  room 
and  building.  In  passing  from  the  building,  pupils  should 
be  warned  not  to  run,  simply  walk  rapidly.  Make  the 
drills  as  realistic  as  possible,  as  they  furnish  a  valuable 
means  of  discipline,  aside  from  safety  in  case  of  fire. 

d.  Under  no  circumstances  permit  disorder  or  pas- 
sing from  the  room  faster  than  a  walk. 

(e).  Teachers  and  janitors  should  be  assigned  defin- 
ite positions  and  duties.  Certain  pupils  should  be  taught 
how  to  use  the  fire  extinguishers  that  will  be  found  in  the 
building. 


ELEMENTARY  SCHOOIj,  PROMOTIONS,   ETC. 

A  school  survey  committee  consisting  of  several  of  the 
most  prominent  educators  in  America  recently  issued  a  re- 
port in  which  they  stated  that  nearly  a  week's  time  is  vir- 
tually lost  at  the  close  of  each  semester — half  a  month 
each  school  year — in  holding  final  examinations  to  deter- 
mine promotions. 

Examinations,  tests  and  reviews,  both  written  and 
oral  are  valuable  phrases  in  the  educational  process,  but 


179 


care  must  be  taken  lest  they  be  considered  and  treated 
as  ends  in  themselves.  To  hold  "final"  examinations  simply 
to  determine  fitness  for  promotion  is  certainly  a  wasteful 
abuse  of  valuable  time  and  gives  the  child  a  grossly  exag- 
gerated notion  of  the  importance  of  final  examinations. 
Such  a  process  inevitably  results  in  concentrating  the  ef- 
forts of  both  teacher  and  pupils  on  passing  the  "final"  ex- 
aminations. Under  these  conditions  the  best  of  teachers 
can  scarcely  avoid  adjusting  her  efforts,  not  in  the  way  she 
thinks  will  best  serve  the  interests  of  her  pupils,  but  in  the 
way  she  thinks  will  best  prepare  them  for  making  a  cred- 
itable showing  in  the  final  examinations.  Any  competent 
teacher  ought  to  know,  thinks  she  knows,  and 
probably  does  know  as  much  about  the  ability  of  her 
pupils  before  as  after  a  "final"  examination.  By  all  means 
give  examinations,  tests,  and  reviews  in  abundance,  both 
written  and  oral,  but  give  the  work  throughout  the  sem- 
ester at  times  when  it  will  prove  most  effective,  not  merely 
as  a  mechanical  operation.  The  wise  teacher  will  always 
use  her  best  judgment  in  evaluating  all  the  child's  efforts; 
daily  work  tests,  reviews,  outlines,  etc.,  in  the  determining 
of  grades,  not  forgetting  that  the  nature  of  the  work  from 
day  to  day  is  the  safest,  surest  index  to  true  progress  and 
that  after  all  our  real  victories  are  in  our  daily  work. 

The  closing  days  of  the  semester  offer  a  rich,  ripe 
time  to  definitely  review,  co-relate,  and  outline  the  great 
lesson  truths  that  have  been  developed  and  taught  during 
the  term.  Be  sure  that  you  use  this  most  valuable  time  in 
building  these  truths  into  the  child's  very  life,  so  that  he 
leaves  the  work,  imbued  with  the  fact  that  it  is  a  real  pos- 
session, a  personal  gain. 

Promotions  in  the  elementary  school  shall  be  made 
solely  on  the  recommendation  of  the  teacher  and  grade 
supervisors,  based  on  the  daily  work  and  general  ability  of 
the  child,  all  promotions  being  made  subject  to  the  advice 
and  approval  of  the  superintendent. 

Grades  of  not  less  than  Fair  may  be  accepted  for  pro- 
motion and  pupils  making  a  general  average  of  Good  with 
no  grade  less  than  Fair  will  be  entitled  to  promotion  with 
the  designation  "Honor  Promotion."  Pupils  with  no  grade 
liess  than  Good  and  one-half  or  more  of  all  grades  Excel- 
lent will  be  entitled  to  the  designation  "Promoted  with 
Highest  Honors."  But  in  all  cases  conduct,  attitude  and 
general  deportment  must  be  satisfactory  and  there  must 
be  no  unexcused  absence  or  tardiness. 

180 


HOME  COOPERATION  AND  CREDITS. 

One  of  the  most  vital  problems  of  school  administra- 
tion today  is  that  of  securing  a  closer  cooperation  between 
school  and  home  life.  When  a  child  learns  that  educa- 
'tion  is  living  and  worldng  in  the  best  way  he  has  made 
considerable  on  the  educational  road.  Our  school  curri- 
culum should  encourage  this  wholesome  attitude  toward 
every  day  tasks. 

Children  must  have  time  for  real  play  and  plenty  of 
it,  but  let  us  not  forget  that  real  work  is  also  a  part  of  the 
child's  rightful  heritage,  and  that  when  rightly  directed, 
children  like  to  work — they  are  eager  to  take  part  in  some 
of  the  real  activities  of  life,  however,  they  must  not  be 
permitted  to  attempt  too  much — a  reasonable  amount  of 
work  well  done,  regularly  and  suited  to  the  child's  age  and 
ability  is  what  is  desired.  No  grade  on  the  quality  of  the 
work  done  by  the  child  is  required,  but  merely  the  approx- 
imate time  regularly  devoted  to  that  task  or  set  of  tasks. 
Merely  note  the  time,  one  hour,  or  two  hours  in  the  proper 
column  on  the  card.  Your  filling  out -and  signing  this  card 
will  be  taken  as  your  guarantee  to  us  that  the  work  was 
well  done  regularly  and  satisfactorily.  The  work  may  in- 
clude any  one  or  more  of  the  many  home  tasks  or  any 
work  done  regularly,  as  sewing,  ironing,  washing  dishes, 
preparing  meals,  baking,  cutting  kindling,  gardening,  milk- 
ing, caring  for  poultry,  feeding  stock,  making  beds,  music 
lessons,  tending  furnace.  Some  tasks  are  performed  daily, 
others  weekly,  as  regular  Saturday  chores,  music  Ifessons, 
and  the  like.  Nothing  less  than  an  hour's  work  is  to  be  rec- 
ognized, although  two  or  more  tasks  may  be  grouped  to 
make  an  hour's  work  daily  or  weekly.  The  average  child 
will  be  anxious  to  figure  his  home  services  in  the  large 
but  a  reasonable  conservative  "statement  of  account"  will 
have  a  greater  disciplinary  value  and  will  make  for  effi- 
ciency. The  unit  of  home  credit  will  be  one  hour's  daily 
work  throughout  the  month.  Time  spent  on  regular 
weekly  tasks  will  be  adjusted  by  the  teacher  on  this  basis. 
If  the  work  in  quantity,  quality  and  regularity  is  deemed 
worthy,  the  teacher  will  credit  the  pupil  with  the  number 
of  home  credits  earned,  which  will  add  to  the  pupil's 
standing  at  the  end  of  the  semester  in  determining  pro- 
motion. Each  unit  of  home  credit  will  have  the  effect  of 
raising  the  monthly  grade  in  some  subject  one  step,  as  from 
Poop  to  Fair  or  Fair  to  Good.  By  means  of  home  credits 
the  pupil  has  an  opportunity  to  raise  his  promotion  stand- 

181 


ing  to  "Promoted  with  Honor"  or  "Promoted  with  High- 
est Honor"  as  the  case  may  be,  if  he  should  lack  a  point 
or  two  and  have  earned  considerable  home  credits  to  off- 
set this. 

HOME   STUDY 

The  proper  place  for  learning  lessons  is  in  the  school 
under  the  supervision  of  trained  experts,  not  in  the  home 
amidst  more  or  less  confusion  and  without  proper  aid. 
The  growing  child  needs  his  hours  out  of  school  for  mental 
relaxation  and  physical  development.  It  is  as  much  the 
duty  of  the  teacher  to  train  the  child  In  how  to  study  ef- 
fectively and  to  worlv  rapidly,  accm*ately,  and  with  undi- 
vided attention  as  it  is  his  or  her  duty  to  instruct. 

Moreover,  a  child  should  be  trained  in  doing  some- 
thing useful  and  helpful  in  the  home,  which  serves  at  once 
to  develop  the  child's  resourcefulness  and  independence, 
and  serves  as  a  needed  change  from  the  restrained  condi- 
tions of  the  school  room. 

In  the  elementary  schools  and  in  the  Junior  High 
School,  pupils  will  be  expected  to  prepare  all  assigned  les- 
sons in  school  under  the  supervision  of  the  teacher.  The 
object  of  the  lengthened  period  is  to  afford  opportunity  for 
supervised  study  and  drill. 

However,  collateral  reading  may  be  advantageously 
carried  on  at  home  as  outlined  by  the  teachers. 

Pupils  in  the  Senior  High  School  are  expected  to  de- 
vote such  time  to  their  studies  at  home  as  is  necessary  to 
make  satisfactory  progress.  Parents  are  urged  to  coop- 
erate with  the  school  in  this  matter  and  see  that  such 
pupils  have  a  proper  study  place  and  that  ^hey  apply 
themselves  properlj%  and  study  regularly. 

HIGH  SCHOOL. 

Pupils  may  be  admitted  to  the  various  classes  of  the 
Lewiston  High  School  upon  the  following  conditions: 
A.     Junior  High  School — 

(1).  Presentation  of  certificate  showing  com- 
pletion of  work  outlined  for  the  Lewiston  Elementary 
Schools,  or  of  any  public  or  private  school,  held  to  be 
the  equivalent  of  the  Lewiston  Elementary  School. 

(2).  Passing  a  satisfactory  examination  under 
the  direction  of  the  principal  of  the  Junior  High 
School. 

182 


B.     Senior  High  School. — 

(1),  Satisfactory  completion  of  eleven  units  of 
work  outlined  for  Junior  High  School. 

(2).  Certificate  of  work  done  in  other  schools 
held  to  be  the  equivalent  of  the  work  done  in  the  Lew- 
iston  Junior  High  School. 

(3).  Passing  a  satisfactory  examination  under 
the  direction  of  the  principal. 

Special  Students. 

Pupils  over  age,  who  through  some  misfortune  fail  to 
meet  technical  requirements  for  admission,  but  who  ex- 
hibit an  earnest  desire,  will  be  given  L-pecial  consideration, 
and  may  be  admitted  to  such  cli.3sos  as  the  Superintendent 
may  direct.  Satisfactory  won?  shall  result  in  tlie  pupil's 
receiving  regular  classification  witn  full  credit  for  ail  pre- 
ceding work. 

Daily  Sessions: 

Each  recitation  period  is  sixty  minutes  long,  including 
time  for  readjustment  of  classes  and  the  schedule  is  ar- 
ranged to  give  as  much  flexibility  as  possible.  The  school 
day  is  divided  into  seven  periods,  each  sixty  minutes  long, 
except  morning  exercise  period,  which  is  twenty-five  min- 
utes. 

General  Exercise — 8:30  to  8:50. 

F4rst  period — 8:50  to   9:50. 

Second   period — 9:50   to   10:50. 

Third   period — 10:50   to    11:50. 

Noon  intermission — 11:50  to  1:00. 

Fourth  period — 1:00  to  2:00. 

Fifth  period — 2:00  to  3:00. 

Sixth  period — 3:00  to  4:00. 

Pupils  not  occupied  at  any  hour  will  remain  in  sssem- 
bly  room  for  study  or  be  assigned  to  the  cymnisium  for 
special  drill  in  physical  work  under  the  diraction  of  a 
teacher. 

Recitation  Periods: 

After  careful  consideration  the  traditional  forty  minute 
period  has  been  abandoned  and  sixty  minute  periods  aie 
offered  all  secondary  work.  By  this  arrangement  the  t?me 
requirements  of  all  subjects  are  as  nearly  as  possible  made 
equal.  In  a  subject  involving  laboratory  work  five  daily 
recitation  periods  a  week  are  scheduled — a  total  of  three 

183 


hundred  minutes,  twenty  minutes  more  per  week  than 
under  the  former  plan. 

The  amount  of  time  devoted  to  laboratory  exercises  and 
other  forms  of  class  room  activities  is  left  to  the  teacher. 
The  same  plan  is  to  be  carried  out  in  the  work  in  manual 
arts,  home  economics  and  drawing.  With  the  understanding 
that  these  courses  are  to  be  so  administered  as  to  require 
appropriate  supplemental  activities  outside  the  recitation 
period.  The  sixty  minute  period  offers  a  splendid  opportu- 
nity for  a  most  fruitful  organization  of  class  room  work. 
In  general  school  work  the  first  portion  of  each  period  will 
be  devoted  to  recitation  work  and  the  latter  portion  to 
supervised  study.  Pupils  need  to  be  taught  HOW  TO 
STUDY,  under  the  supervision  of  the  teacher.  Definite 
problems  and  situations  may  thus  be  clearly  presented  and 
methods  of  attack  definitely  organized  so  that  study  may 
be  economically  conducted. 

This  study-lesson-period — that  portion  of  the  recita- 
tion period  to  be  devoted  to  supervised  study  in  which  the 
teachers  directs  thought  and  activities  in  the  solution  of 
problems  and  situations — constitutes  the  basis  for  further 
independent  study  and  verification. 

This  arrangement  of  time  will  no  doubt  prove  a  valua- 
ble factor  in  the  school  economy.  It  saves  time  wasted  in 
the  frequent  class  changes,  simplifies  program  making  and 
best  of  all  offers  daily  drill  in  each  subject  in  learning  how 
to  study. 

HIGH  SCHOOL  CREDITS— GRADUATION. 

The  amount  of  work  required  for  graduation  from  the 
Lewiston  High  School  shall  be  twenty-four  units.  A  unit 
represents  a  year's  satisfactory  work  in  any  subject,  pur- 
sued five  days  per  week. 

The  High  School  period  is  the  plastic  period  of  youth 
in  which  powers  are  discovered  and  developed,  and  habits 
fixed.  The  ideas  formed  during  this  period  measure  the 
degree  of  success  and  happiness  in  later  life.  The  activi- 
ties of  the  High  School  should  seek  to  promote  the  dis- 
covery and  development  of  each  pupil's  dominant  interest 
and  for  this  reason  the  stereotyped  High  School  course 
must  give  way  to  differentiated  work  which  offers  the 
boys  and  girls  an  opportunity  to  find  themselves.  Each 
grade  in  the  High  School  consists  of  two  classes,  designated 
as  B  and  A,  respectively  and  regular  promotions  take  place 
twice  each  school  year,  based  upon  the  number  of  units 

184 


earned.     Special  promotions,  however,  may  be  made  at  any 
time  when  deemed  advisable. 

Diplomas  of  graduation  will  be  granted  pupils  who 
have  secured  a  total  of  twenty-four  units  of  credit,  in- 
cluding all  required  studies  and  work,  and  whose  conduct 
and  general  standing  would  entitle  them  to  this  recog- 
nition. 

Pupils  who  are  enrolled  for  the  first  time  in  classes 
above  the  first  year  in  the  Junior  High  School  are  to  be 
credited  with  the  equivalent  of  the  studies  pursued  else- 
where. Students  of  good  ability  or  who  are  very  indus- 
trious shall  have  the  privilege  of  pursuing  five  subjects  a 
year,  and  thus  shortening  the  High  School  course  to  five 
years.  Many  schools  have  shortened  their  elementary 
course  to  seven  j^ears.  This,  with  four  years  of  High  School 
work  would  permit  a  pupil  to  graduate  in  eleven  years. 
This  shortening  the  time  devoted  to  elementary  and  high 
school  work  is  quite  generally  demanded.  We  believe,  how- 
ever, that  this  can  be  more  wisely  done  by  offering  six 
years'  elementary  work,  followed  by  six  years  of  secondary 
work  in  the  Junior  and  Senior  High  Schools,  where  an  ex- 
cellent opportunity  is  offered  industrious  pupils  the  privi- 
lege of  taking  an  extra  subject  occasionally,  which  to- 
gether with  outside  industrial  credit  would  enable  them  to 
earn  enough  credits  to  graduate  in  five  years,  thus  placing 
a  premium  on  industry  and  initiative.  Of  the  twenty-four 
units  required  for  graduation,  nine  are  in  especially  pre- 
scribed subjects  and  fifteen  units  in  electives. 
Prescribed  Subjects: 

English — 5  units. 

Mathematics — 2  units. 

History-Geography — 1  unit. 

History-Citizenship —  V2  unit. 

General  Science — V2  unit. 
There  are  certain  studies  which  all  pupils  are  expect- 
ed to  take,  as  they  are  fundamentally  important  and  af- 
ford an  introduction  to  the  great  departments  of  human 
knowledge,  with  the  elements  of  which  every  person  who 
proceeds  with  formal  education  should  have  some  acquaint- 
ance. In  addition,  drills  in  physical  training,  singing,  pen- 
manship and  memory  work,  etc.,  will  be  required. 

Beginning  with  the  first  senior  year's  work,  English  is 
the  only  required  study,  and  the  work  of  the  third  senior 
year  is  entirely  elective,  a  sufficient  number  of  electives 
must  be  taken  to  earn  at  least  four  credits  each  school 

185 


year,  unless  the  student  is  granted  special  permission  to 
take  a  fewer  number  of  subjects  by  the  principal. 

The  choice  of  subjects  is  determined  in  part  by  the 
sequence  of  the  subjects  themselves,  and  in  part  by  the 
purpose  which  parents  and  child  may  entertain  In  regard 
to  the  school  work. 

The  schedule  and  time  of  classes  and  arrangement  of 
study  will  be  so  planned  that  a  pupil  may  elect  the  sub- 
jects most  desired  or  those  required  for  admission  to  col- 
lege or  university.  Pupils  preparing  for  college  or  uni- 
versity should  make  known  as  soon  as  possible  ihe  par- 
ticular school  which  they  expect  to  enter  so  that  entrance 
requirements  for  that  particular  institution  may  be  met. 
The  Lewiston  High  School  offers  work  iie(  essary  to  pre- 
pare for  entrance  without  -xamini.ion  to  the  '.fading  col- 
leges and  universities. 

As  a  further  guide  in  the  selection  of  studie.^  let  it  oe 
remembered  that  each  pupil  beginning  v/ith  the  junior 
third  year  will  be  required  to  complete,  for  graduation, 
in  addition  to  the  prescribed  work  at  least  three  unit< 
of  elective  work  in  one  of  the  following  groups;  and  at 
least  two  units  of  elective  work  in  one  >f  ')ie  remaining 
groups: 

A.  Mathematics. 

B.  Science, 

C.  History. 

D.  Foreign  Languages. 

CONTINUATIOX  AND  SUPPLEMENTAL  WORK. 

Young  people  are  or  should  be  interested  in  pursuing 
some  line  of  work  through  their  own  initiative.  Any  num- 
ber of  laudable  educational  activities  are  not  listed  in  the 
work  offered,  but  under  wise  and  stimulating  guidance 
these  border-land  pursuits  may  be  made  most  fruitful  m  the 
lives  of  pupils  and  worthy  of  school  recognition:  Wireless 
telegraphy,  photography,  conspicuous  work  in  school  enter- 
prises, special  achievement  in  the  application  of  manual  or 
artistic  skill.  The  industrial  pursuits  will  suggest  many  op- 
portunities for  work  of  this  character.  Many  of  these  pur- 
smts  may  be  continued  throughout  the  summer  vacation, 
the  amount  of  credit  earned  will  be  determined  with  ref- 
erence to  the  individual  applicant.  It  is  entirely  feasible 
and  possible  for  pupils  to  earn  one-half  unit  of  credit  a 
year  in  leisure  hour  pursuits,  and  graduate  much  stronger 
students  than  were  such  work  not  attempted. 

186 


Pupils  desiring  to  receive  credit  for  such  activities 
must  make  definite  arrangements  before  beginning  the 
particular  line  of  work,  so  that  clear  understanding  may  be 
had         as        to        requirements.  In        giving        credit 

for  this  line  of  work,  it  should  be  understood  that  mere 
routine  work  involving  no  progress  in  learning  or  skill  will 
not  be  considered.  It  is  the  purpose,  however,  to  provide  a 
way  for  giving  credit  for  earnest  effort  and  definite  attain- 
ment, so  long  as  these  activities  carry  with  them  some 
educational  value. 

Pupils  will  be  encouraged  to  select  some  pursuit  which 
will  serve  to  organize  their  various  interests  about  a  cen- 
tral purpose.  The  essential  characteristic  of  the  voca- 
tional motive  is  its  tendency  to  lead  forward — therein  lies 
its  value.  A  wide  range  of  meaning  attaches  to  the  term 
and  it  must  not  be  restricted  to  a  narrow  view.  It  may  be 
that  the  dominant  motive  is  an  ambition  to  enter  college 
or  a  keen  desire  to  enter  some  occupation  early  in  life,  or 
a  delight  in  excelling  in  the  sense  of  mastery  of  what- 
ever is  undertaken.  Whatever  it  may  be  if  wisely  directed^ 
later  in  life  this  dominant  motive  may  develop  into  a  par- 
ticular vocation,  whereby  a  living  is  made,  or  it  may  be  an 
avocation  whereby  an  increased  opportunity  is  afforded  for 
obtaining  relief  from  the  stress  of  business  and  a  better 
opportunity  to  appreciate  values  in  life. 

Parents'  cooperation  in  all  things  pertaining  to  the 
youth's  welfare  and  work  is  earnestly  solicited. 

A  maximum  of  three  units  is  available  for  continua- 
tion and  supplemental  work.  The  following  list  is  intend- 
ed to  indicate  a  few  of  the  many  lines  of  work  for  which 
credits  may  be  given: 

Regular  weekly  piano,  violin,  cornet,  pipe  organ,  or 
voice  lessons  under  an  accredited  instructor,  one-fourth 
unit  per  year,  not  to  exceed  four  years. 

Active  membership  in  any  High  School  band  or  or- 
chestra or  approved  city  musical  organization,  one-fourth 
unit  per  year,  not  to  exceed  four  years. 

Regularly  organized  High  School  Glee  Club  or  Chorus 
work,  one-fourth  credit  per  year. 

Credit  for  music  work  is  limited  to  two  units. 

Regularly  organized  weekly  literary  work,  public 
speaking,  expressive  reading,  one-fourth  unit  per  year,  if 
under  the  direction  of  a  High  School  teacher. 

Satisfactory  work  in  any  regularly  organized  High 
School  athletic  organization  or  gymnasium  work  will  entitle 

187 


the  student  to  a  credit  of    one-fourth  unit  per  year,  not  to 
exceed  four  years. 

The  foregoing  list  enumerates  only  a  few  of  the  lines 
of  supplemental  work  that  may  be  offered  for  a  credit 
during  the  year.  During  the  summer  vacation,  regular, 
systematic  work  in  agriculture,  horticulture,  gardening, 
poultry  raising  or  definite  faithful  work  in  the  home,  etc., 
followed  by  a  satisfactory  outline  and  discussion,  so  that 
careful  planning,  preparation  and  thinking  were  introduced 
into  the  execution  of  the  work,  may  receive  one-fourth  unit 
of  credit. 


SYSTEM  OF  MARKING  RESULTS. 

The  scholarship  records  and  all  reports  to  students  and 
parents  will  be  indicated  by  the  words  given  in  full:  Excel- 
lent, Good,  Fair  and  Poor.  These  words  may  be  abbre- 
viated in  the  permanent  records  to  E.  G,  F.  and  P. 

Promotion  is  determined  primarily  on  the  scholar- 
ship record,  but  account  will  also  be  taken  of  the  rating  in 
the  following  traits:  Industry,  attention,' attitude  and  im- 
provement. The  meaning  which  the  school  attaches  to 
these  traits  is  as  follows: 

Industry  represents  working  power  applied  contin- 
uously and  actively  in  the  mastery  of  assignments.  It  is 
the  quality  of  response  a  pupil  exhibits  in  the  daily  prepara- 
tion of  lessons,  either  under  self-direction  at  home  or  un- 
der partial  supervision  in  the  school.  The  test  of  industry 
lies  in  the  character  of  the  results  of  study  as  revealed  in 
the  recitation. 

The  boy  who  has  learned  to  place  a  proper  value  on 
industry  will  develop  into  the  man  who  places  an  adequate 
value  on  his  moments.  Such  a  man  will  have  time,  not 
only  for  the  occupation  necessary  to  self-support  but  for 
active  participation  in  worthy  forms  of  service,  and  for  in- 
dulgence in  those  refined  pleasures  for  which  the  purely 
cultured  training  has  prepared  him. 

Initiative  represents  the  ability  to  plan  and  execute, 
the  ability  to  go  forward  without  detailed  oversight.  The 
pupil  who  works  with  a  purpose,  more  or  less  independ- 
ently, gives  evidence  of  initiative. 

The  boy,  who,  under  careful  supervision  and  purpose- 
ful guidance,  has  developed  his  powers  of  initiative,  will 
be  the  man  capable  of  intelligent  self-direction  and  inde- 
pendent action. 


188 


Attention  consists  in  withholding  thought  from  divert- 
ing subjects  and  fixing  it  upon  the  problem  in  hand.  Prac- 
tically, attention  means  thoughtfulness.  It  is  the  ability 
to  stick  to  a  subject,  to  think  it  through  and  to  test  con- 
clusions. 

The  boy  who  has  acquired  the  habit  of  attention  to 
the  problems  in  hand  will  be  the  man  with  the  power  of 
concentration,  that  power  essential  to  the  deepest  enjoy- 
ment and  to  the  highest  success. 

Attitude  represents  the  disposition  of  a  pupil  toward 
the  work  of  the  school.  Questions  like  the  following  are 
raised  in  determining  the  character  of  a  pupil's  attitude: 
Does  he  show  a  willingness  to  respond  to  the  demands  of 
the  teacher?  Does  he  regard  the  preparation  of  his  lessons 
as  serious  business?  Does  he  cooperate  in  advancing  the 
interests  of  the  class? 

The  boy  who  has  been  trained  to  place  himself  in  a 
wholesome  attitude  toward  his  work  and  toward  his  fellows 
will  be  the  man  of  the  sane,  oroad  vision  and  of  whole- 
some attitude  toward  life.  He  will  have  the  foundation 
for  the  broadest  culture — culture  interpreted  as  the  ca- 
pacity to  understand  the  problems  of  modern  life,  and  the 
ability  to  assist  in  solving  them. 

Improvement  represents  the  amount  of  progress  and 
accomplishment. 

The  student  should  be  trained  to  demand  of  himself 
constant  improvement  in  his  work  as  an  indication  of 
growth  of  his  powers.  A  student  so  trained  will  become  a 
man  who  is  never  satisfied  except  with  the  consciousness 
that  he  is  in  the  line  of  progress.  He  will  not  only  demand 
progress  in  self-development,  but  he  will  ally  himself  with 
the  progressive  forces  which  make  for  the  elevation,  the 
refinement,  and  the  inspiration  of  a  democratic  society. 

As  the  High  School  period  is  the  plastic  period  of 
youth,  the  powers  discovered  and  developed,  the  habits 
fixed,  the  ideals  formed  during  this  period  largely  deter- 
mine the  measure  of  success  and  happiness  in  later  life. 
The  activities  of  the  school  should  especially  promote  the 
discovery  and  development  of  each  pupil's  dominant  inter- 
ests. 

The  method  of  rating  pupils  establishes  a  standard 
by  which  they  estimate  their  own  work  and  the  work  of 
their  fellows. 

189 


oeneraij  notes. 

The  High  School  student's  fitness  to  receive  credit  for 
work  will  be  evaluated  by  the  teacher  from  the  student's 
daily  work,  and  such  tests,  drills,  and  examinations  as  may 
be  given  from  time  to  time  to  develop  power  and  skill  in 
expressing  the  content  of  knowledge  gained.  Moreover, 
the  pupil's  general  standing  in  industry,  attention,  attitude, 
initiative  and  improvement  will  have  much  weight  in  de- 
termining the  student's  rating. 

As  a  rule  final  examinations  will  not  be  given  at  the 
<;lose  of  the  term.  Given  at  this  time  they  are  mechanical 
and  lose  nearly  all  educational  value;  moreover  they  give 
the  pupil  an  exaggerated  notion  of  their  value  and  re- 
lieve the  teacher  of  educational  responsibility. 

Make  good  use  of  the  closing  days  of  the  term  in 
systematic  reviews  and  discussions  that  will  clarify,  unify 
and  classify  the  work  of  the  term  so  that  the  student  may 
leave  it  with  a  sense  of  mastery  and  power  that  would 
otherwise.be  lacking. 

The  student  must  be  impressed  from  the  beginning 
with  the  importance  of  making  a  good  record  every  day; 
that  the  best  preparation  for  good  work  tomorrow  is  good 
work  today;  that  the  twelfth  hour  effort  of  "cramming" 
will  not  be  accepted  in  lieu  of  satisfactory  work.  Earnest 
work  and  regular,  punctual  attention  are  absolutely  neces- 
sary for  the  best  grade  of  satisfactory  work. 

Should  a  student  fail  to  maintain  a  satisfactory  fctand- 
ing  of  work  to  the  close  of  the  term,  he  will  be  denied 
credit  unless  excused  by  the  principal  for  a  good  and  satis- 
factory reason. 

Students  whose  average  term  standing  in  all  subiects 
represented  on  the  report  card  is  "good"  or  better  ond  no 
grade  less  than  "Fair"  will  be  designated  on  the  penna- 
nent  records  as  "Honor"  students. 

Students  having  no  grade  less  than  "good"  and  one- 
half  or  more  of  all  grades  "Excellent"  will  be  designated 
■"Highest  Honor"  students. 

The  world's  estimate  of  the  pupils'  work  will  probably 
be  expressed  as  Excellent,  Good,  Fair  or  Poor.  The  same 
form  of  expression  will  be  used  by  the  teacher  in  desijjnat- 
ing  the  pupils'  standing.  On  reports  to  parents  the  words 
are  to  be  used  in  full;  on  the  permanent  records  of  the 
school  they  are  to  be  abbreviated  as  E,  G.  P  and  P. 

At  the  close  of  each  school  year  the  pupils  are  to  re- 
ceive a   card  indicating   definitely  the   number   of   credits 

190 


earned  during  the  year;  and,  if  the  standing  is  Honor  or 
Highest  Honor,  the  fact  is  to  be  stated  thereon. 

All  promotions  in  the  High  Schools  shall  be  by  units 
of  credit,  taken  together  with  the  students'  general  ability 
and  attitude. 

Grades  of  not  less  than  Fair  ui.iy  be  a«^cepted  for 
credits;  providing,  there  is  no  unexcused  absence  or  tar- 
diness charged  to  the  student  and  that  his  general  conduct 
and  progress  are  satisfactory." 

A  single  case  of  tardiness  or  absence  may  be  held 
inexcusable  and  may  forfeit  all  claims  to  honor  promotion; 
while  in  another  case,  several  days  absence  on  account  of 
illness  or  absolute  necessity  might  be  held  excusable.  Of 
course,  in  all  cases  lost  work  must  be  made  up  us  nearly  as 
possible,  bearing  in  mind  that  it  is  almost  impos.sible  to 
recover  lost  opportunity. 

Each  student  is  required  to  carry  four  periods  of  v/ork, 
unless  excused  for  a  cause  by  the  principal. 

Students  who  maintain  a  scholarship  standing  of  <iood 
or  better,  shall  be  permitted  to  carry  five  subjects.  No 
other  pupil  shall  have  this  privilege  unless  special  permis- 
sion is  given  by  the  principal. 

Special  students  will  not  be  encouraged,  but  special 
cases  will  be  given  consideration. 

No  student  may  drop  a  subject  during  the  semester 
without  the  consent  of  the  principal. 

No  student  will  be  permitted  to  hold  class  offices  or  to 
represent  the  High  School  in  athletics,  debate  or  declama- 
tion, who  is  not  carrying  at  least  three  full  and  regular 
studies. 

Classification  of  Students: 

2  credits  classifies  a  student  as  Junior  I  A 

3  credits   classifies  a   student   as   Junior   II   B. 
5   credits  classifies  a  student  as  Junior  II  A. 

7  credits  classifies  a  student  as  Junior  II  B. 

9  credits  classifies  a  student  as  Junior  III  A. 

11  credits  classifies  a  student  as  Senior  I  B. 

13  credits  classifies  a  student  as  Senior  I  A 

15  credits  classifies  a  student  as  Senior  II  B. 

17  credits  classifies  a  student  as  Senior  II  A. 

19  credits  classifies  a  student  as  Senior  III  B. 

As  a  rule,  credit  will  not  be  given  for  less  than  one 
year's  work  in  any  subject,  unless  that  subject  be  desig- 
nated as  a  half-year  topic. 

191 


The  maximum  of  three  credits  will  be  available  for 
continuation  and  supplemental  work. 

Unsatisfactory  work  on  the  part  of  any  pupil,  indicat- 
ing probable  failure,  shall  be  reported  at  once  to  the  prin- 
cipal, in  writing  by  the  teacher. 

The  laboratory  deposits  fee  of  $2,00  per  year  in  Chem- 
istry and  Physics,  and  $1.00  in  other  sciences,  involving  stu- 
dent laboratory  w6rk,  payable  in  advance,  is  required  of  all 
pupils  registering  in  such  subjects.  All  such  deposits  must 
be  made  to  the  head  of  the  science  department,  who  will 
return  it  at  the  end  of  the  year,  less  breakage  and  loss  of 
apparatus. 

Registration  should  be  made  not  later  than  Friday  pre- 
ceding the  opening  of  school  so  that  a  definite  program  of 
work  may  be  mapped  out  and  school  work  begin  without 
any  delay  or  waste  of  time. 

Pupils  will  not  be  permitted  in  the  building  before 
8:10  a.  m.  for  the  morning  session  or  12:45  for  the  after- 
noon session,  nor  after  4:00  p.  m.  unless  given  special  per- 
mission by  the  principal  or  teacher  in  charge. 

Pupils  who  bring  lunch  will  be  assigned  to  a  room 
known  as  the  lunch  room,  and  will  not  be  permitted  else- 
where in  the  building  until  after  12:45  p.  m. 

All  high  school  teachers  are  expected  to  report  to 
their  respective  principal  for  room  and  hall  duty  not 
later  than  8:10  a.  m.  All  halls  and  rooms  to  which  pu- 
pils have  access  will  be  placed  in  charge  of  teachers  who 
will  be  held  responsible  for  discipline,  etc. 

Pupils  who  are  absent  or  tardy  must  present  to  the 
principal,  a  written  excuse  from  parent  or  guardian  on  the 
first  school  day  following  the  day  on  which  the  absence  or 
tardiness  occurred. 

A  program  clock  will  ring  all  bells  and  give  all  signals 
in  the  High  School  building.  A  warning  bell  is  rung  at  the 
close  of  the  recitation  periods  and  at  the  close  of  the  study 
periods. 

Pupils  will  not  use  telephones  during  school  hours; 
nor  will  teachers  be  called  from  recitations  or  regular 
school  work  to  answer  telephones. 

At  the  beginning  of  each  school  year,  a  class  adviser 
shall  be  appointed  by  the  junior  principal  for  each  A  and  B 
division  in  the  junior  high  school.  It  shall  be  the  special 
duty  of  the  adviser  to  look  after  the  welfare  of  the  class 
as  a  whole,  and  see  that  individual  members  are  given  such 
helpful  advice  and  encouragement  as  will  insure  their 
well      doing      in      school.        The      adviser      should      meet 

192 


with  the  class  and  its  individual  members  fre- 
quently, so  that  he  or  she  may  thoroughly  understand  their 
needs  and  wisely  direct  the  help  extended.  Absence,  sick- 
ness, loss  of  interest,  or  failure  In  work  on  the  part  of  any 
pupil  should  receive  immediate  attention.  Each  adviser 
should  consider  himself  or  herself  the  special  guardian  of 
the  members  of  the  class,  looking  after  the  social  and 
physical  as  well  as  the  mental  welfare  of  the  class.  Class 
advisers  must  attend  all  meetings  of  their  respective  classes 
and  assume  charge  and  responsibility  for  the  same,  and 
they  shall  refer  to  the  principal  for  his  approval  all  ar- 
rangements for  games  or  other  functions  that  may  be  pro- 
posted.  They  shall. submit  through  their  student  treasurer  a 
financial  report  at  the  close  of  each  semester.  No  class 
will  be  permitted  to  hold  class  meetings  except  by  permis- 
sion and  under  the  direction  of  the  class  adviser.  The  class 
adviser  is  charged,  as  no  other  teacher  in  the  school,  with 
the  responsibility  of  the  well-being  and  well-doing  of  each 
boy  and  girl,  assigned  to  him — let  him  be  faithful  to  his 
trust. 

In  the  senior  high  school,  class  advisers  shall  be  ap- 
pointed for  the  year,  by  the  senior  principal,  one  for  each 
A  and  B  division,  with  the  exception  that  all  students  who 
at  the  beginning  of  the  year  are  classed  as  Senior  III  and 
who  are  candidates  for  graduation  during  the  year,  shall 
be  grouped  under  the  guidance  of  what  is  known  as  the 
senior  class  adviser.  The  responsibilities  of  the  class  ad- 
viser in  the  senior  high  school  will  be  quite  the  same  as  in 
the  junior  high  school. 

All  social  functions  are  forbidden  the  use  and  name  of 
the  school  class  or  grade  of  school,  or  other  substitute  for 
same,  except  by  special  permission  of  the  Superintendent. 

A  committee  on  credits  consisting  of  the  Principal  of 
the  Senior  High  School,  Principal  of  the  Junior  High 
School  and  Superintendent,  will  be  charged  with  adjusting 
all  doubtful  questions  of  credits,  promotion  or  graduation. 

In  order  that  all  departments  of  the  High  School 
may  work  in  closest  cooperation,  there  shall  be  organized 
a  High  School  Council  consisting  of  the  High  School  prin- 
cipals, heads  of  departments  and  superintendent.  The 
council  shall  meet  at  least  once  a  month  for  careful  con- 
sideration of  all  vital  questions  pertaining  to  the  welfare 
of  the  High  School. 


193 


TEXT  BOOKS—PUBLISHERS — ^RETAIIj  PRICE 

Grade   Text-Books. 
Readers: 

Primer — Free  &  Tread  well;  Row,  Peterson  &  Co.,  3  2c. 
First  Reader — Free  &  Treadwell;  Row,  Peterson  &  Co.,  36c. 
Second  Reader — Free  &  Treadwell;   Row,  Peterson  &  Co., 

40c. 
Third   Reader — Free  &  Treadwell;    Row,   Peterson   &  Co., 

45c. 
Fourth  Reader — Free  &  Treadwell;   Row,  Peterson  &  Co., 

50c. 
Book  One — Searson  &  Martin;   University  Publishing   Co.. 

60c. 
Book  Two — Searson  &  Martin;  University  Pub.  Co.,  65c. 
Book  Three — Searson  &  Martin;  University  Pub.  Co.,  Cfx-. 

Language: 

Aldine  First  Language  Book — Newson  &  Co.,  38c. 

Live  Language  Lessons  (Books  I  and  II) — Univ.  Pub.  Co. 

45c. 
History : 

History  for  Graded  Schools — Kemp;  Ginn  &  Co.,  $1.(>0. 
Introductory  American  History — Bourne  &  Benton;   D.  C. 

Heath  &  Co.,  60c. 

Arithmetic: 

Primary — Stone-Millis;  Benj.  H.  Sanborn  Co.,  35c. 
Intermediate — Stone-Millis;   Benj.    H.    Sanborn  Co.,  40c. 

Geography : 

Elementary, — Tarr  &  McMurray;  Macmillan  Co.,  60c. 

Advanced — Tarr  &  McMurray;  Macmillan  Co.,  $1.00. 

Physiology: 

Primer  of  Hygiene — Ritchie;  World  Book  Co.,  40c. 
Primer  of  Sanitation — Ritchie;  World  Book  Co.,  50c. 

Writing: 

Palmer  Method,  Primer — Palmer;  A.  M.   Palmer  Co.,  15c. 
Palmer  Method,  Advanced — Palmer;  A.  M.  Palmer  Co.    25c 

Spelling: 

American  Word  Book — Patterson;  American  Book  Co.,  25c. 

194 


High  School  Text-Books. 
German: 

German  Grammar — Bacon;  Allyn  &  Bacon,  $1.2o. 

In  Vaterland — Bacon;  Allyn  &  Bacon,  $1.25. 

A  Practical  German   Grammar — Thomas;   D.   C.   Heath   & 

Co.,  $1.25. 
Easy    Lessons    in    German — Dreyspring;    American    Book 

Co.,   60c. 
Dies  und  Das — Fick;  American  Book  Co.,  25c. 
Geschichten  von  Rhein — Stern;  American  Book  Co.,  85c. 
Geschichten  und  Maerchen — Foster;  D.  C.  Heath  &  Co.,  25c. 
Elementarbuch    der    Deutchen    Sprache — Spanhoofd;D.    C. 

Heath  &  Co.,   $1.10. 
Yung  Deutchland — Gronow;  Ginn  &  Co.,  90c. 
Altes  und  Neues — Seeligmann;   Ginn  &  Co.,  35c. 
Prose  Composition — Pope;  Henry  Holt  &  Co.,  $1.00. 

Latin: 

Latin  Primer — Nutting;  American  Book  Co.,  50c. 

Latin  First  Reader — Nutting;  American  Book  Co.,  60c. 

Caesar's  Gaellic  War — Walker,  Scott,  Foresman  &  Co.  $1.25 

Latin  Grammar — Bennett;  Allyn  &  Bacon,  80c. 

Cicero — 'D'Ooge,  Benj.  H.  Sanborn  Co.,  $1.25. 

Latin  Composition;  Caesar — D'Ooge;  Ginn  &  Co.,  50c. 

Latin  Composition;  Cicero — D'Ooge;  Ginn  &  Co.,  60c. 

Colloquia  Latina — D'Ooge;  Ginn  &  Co.,  40c. 

Nepos — Roberts;  Ginn  &  Co.,  75c. 

Vergil's  Aeneid — Knapp;  Scott,  Foresman  Co.,  $1.00. 

Spanish: 

Elementary  Spanish   Reader — Harrison;    Ginn  &  Co.,    55c. 

Fortuna — Escrich;Ginn  &  Co.y  55c. 

Libro  Primero  de  Lectura — Cyr;  Ginn  &  Co.,  35c. 

Libro  Segundo  de  Lectura — Cyr;  Ginn  &  Co.,  40c. 

First  Spanish  Book — ^Worman;  American  Book  Co.,  45c, 

Second  Spanish  Book — Worman;  American  Book  Co.,  45c. 

Introduction   a  La  Lengua  de   Castellana — Marion   Y   Des 

Garennes;  D.  C.  Heath  &  Co.,  $1.00. 
Zaragueta — Carrion  &  Asa;  Silver,  Burdett  Co.,  55c. 

English : 

Elementary   English   Composition — Scott   &   Denny;    Allyn 

&  Bacon,  80c. 
New    Composition-Rhetoric — Scott     &     Denney;     Allyn     & 

Bacon,  $1.20. 

195 


New    History    of    English    Literature — Halleck;    American 

Boole  Co.,   $1.30. 
History  of  American  Literature — Long;  Ginn  &  Co.,  $1.35. 
Advanced  English  Grammar — Kittredge  &  Farley;  Ginn  & 

Co.,  80c. 
Grammar,  Revised — Beuhler;   Newton  &  Co.,  GOc. 
New-Word  Analysis — Swinton;  American  Book  Co.,  35c. 

Mathematics: 

A  B^irst  Course  in  Algebra — Kent;   Longmans,   Green  Co., 

$1.00. 
A   Second    Course   in   Algebra — Hawkes,   Luby   &   Touton; 

Ginn  &  Co.,  75c. 
Plane  and  Solid  Geometry — Ford  and  Ammermann;   Mac- 

millan  Co.,  $1.25. 
Advanced    Arithmetic — Stone-Millis;    Sanborn    &    Co.,    45c. 
Modern  Business  Arithmetic — Sweet;  Sweet  Publishing  Co., 

$1.00. 
New    Intellectual    Arithmetic — Stoddard;    American    Book 

Co.,  35c. 
Plane    Trigonometry — Wentworth-Smith;    Ginn    &    Co., 

Science: 

A  First  Course  in  Physics,  Revised — Millikan  &  Gale;  Ginn 

&  Co.,  $1.25. 
Physics  Laboratory  Manual — Cavanah  and  others;  Glinn  & 

Co.,  70c. 
First  Principles  of  Chemistry — Brownlee  and  others;  Allyn 

&  Bacon,   $1.25. 
Laboratory  Manual — Allyn  &  Bacon,  50c. 
Elementary   Biology — Peabody   and   Hunt;    Macmillan   Co., 

$1.25. 
New  Astronomy — ^Todd;  Am.  Book  Co.,   $1.30. 
Advanced  Physiology — Conn  and  Buddington;  Silver,  Bud- 

dett  Co.,  $1.10. 
Elements  of  Household  Chemistry — Snell;   Macmillan  Co., 

$1.00. 
Elements   of   General    Science — Eikenberry   and    Caldwell; 

Ginn  &  Co. 
Agriculture — Hilgard    &    Osterhout;    Macmill.in   Co.,    SI. 00 

History,  Economics  and  Sociology: 

Ancient  History — Webster;  D.  C.  Heath  &  Co.,  $1.50. 
Med.  and  Mod.  History — Myers;  Ginn  &  Co.,  $1.50. 
American   History — Muzzey;    Ginn   &   Co.,   $1.50. 

196 


History  of  the  United  States — Bourne  and   Benton;   D.  C. 

Heatli  &  Co.,  $1.00. 
American  Citizenship — Beard ;Macmillan  Co.,   $1.00. 
American   Government — Ashley;    Macmillan  Co.,    $1.00. 
Elementary  Economics — Bullock;  Silver,  Burdett  Co.,  $1.00. 
Sociology  and  Modern  Social  Problems  (for  regular  text)  — 

Ellwood;  American  Book  Co.,  $1.00. 
The  Social  Spirit  in  America    (for  supplementary  text)  — 

Henderson;   Scott,  Forseman  Co.,   $1.50. 

Drawing: 

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Arts  Press,  $1.00. 

Commercial : 

Complete  Bookkeeping — Lyons;  Lyons  and  Carnahan,  $1.00. 

Bookkeeping  Blanks,  Part  I — Lyons;  Lyons  and  Carnahan, 
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Bookkeeping  Blanks,  Part  II — Lyons;  Lyons  &  Carnahan, 
80c. 

Shorthand  Manual — Gregg;  Gregg  Publishing  Co.,  $1.50. 

Shorthand   Dictation — Eldridge;   American   Book  Co.,    65c. 

Rational  Typewriting — Cutter  and  So  Relle;  Gregg  Publish- 
ing Co.,  $1.00. 

Elements  of  Business  Law — Huffcut;  Ginn  &  Co.,  $1.00. 

Office  Training  for  Stenographers — So  Relle;  Gregg  Pub- 
lishing Co.,  $2.00. 

Commercial  Geography — Brigham;  Ginn  &  Co.,  $1.30. 

General: 

Basic  Principles  of  Domestic  Science — Lila  Frich;  Muncie 
Publishing  Co., 

Everyday  Ethics — Cabot;  Holt  &  Co.,  $1.25. 

Psychology — Halleck;   American   Book   Co.,    $1.25. 

Practical  Ethics  (Jr.  I) — Hyde;  Holt  &  Co.,  $1.00. 


--^luiu  nros. 

Makers 

\vracuse,  N.  V 

^"-  JM.  21,  ,9M 


^uoU29 


UNIVERSITY  OF  CAUFORNIA  WBRARY 


